Abstract
Students’ motivation to learn has been a primary concern in education during emergency remote teaching and learning during the COVID-19 pandemic. Two of the main elements in learning motivation are value components and expectancy components. This paper presents the value components’ influence on learning motivation, the expectancy components’ influence on learning motivation, the difference in mean score between value and expectancy components, and the relationship between value and expectancy components in learning motivation. This quantitative study used a set of questionnaires with two sections and 19 items. The survey was administered online to 151 respondents from a public university in Malaysia, and the collected data were analysed using descriptive and inferential statistics. Findings revealed that both value and expectancy components received positive responses from students, with value components receiving a higher mean score compared to expectancy components. Meanwhile, correlation analysis revealed a strong positive relationship between value and expectancy components. Therefore, it is suggested that teachers take into account the elements of value and expectancy components in establishing students’ learning motivation.
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