Keeping Students Motivated in Online Learning: An Exploration of Value, Expectancy, and Social Support

The shift to online learning has challenged educators to understand what sustains students’ motivation in virtual environments. This quantitative study investigates the roles of value, expectancy, and social support in shaping undergraduate learners’ motivation in online learning settings. Grounded in the Expectancy-Value Theory and drawing on Fowler’s framework of learning motivation, the study involved 106 undergraduate students who responded to a structured online survey. The instrument assessed three key components: value (including intrinsic and extrinsic goal orientation and task value), expectancy (self-efficacy and control of learning beliefs), and social support (social engagement and instructor support). Descriptive and correlational analyses revealed that students were highly motivated by extrinsic goals and task relevance, demonstrated moderate self-efficacy, and valued instructor feedback and support. Significant positive correlations were found between all three motivational components, with the strongest association observed between value and social support. These findings highlight the importance of fostering meaningful course content, encouraging student self-belief, and enhancing instructor-student interaction to sustain motivation in online learning environments. Implications for instructional design and student support strategies are discussed.