ISSN: 2226-6348
Open access
In engineering courses, the connection between relatedness, growth, and existence is an important factor that determines learning motivation, influencing both academic accomplishment and student well-being. Understanding these components is critical for designing educational environments that encourage effective learning. Relatedness highlights the need for humans to communicate, contribute, and form meaningful relationships, which has a substantial impact on motivation and engagement. Growth relates to students' cognitive, social, and emotional development, whereas existence refers to their basic needs and sense of purpose within the educational environment. This study uses a quantitative survey approach to analyse learners' opinions of their usage of learning strategies, as well as the relationship between relatedness, growth, and existence in the context of learning motivation in engineering students. The survey instrument has four sections: demographic profile, relatedness, growth, and existence. A purposive sample of 159 students enrolled in the Diploma of Electrical and Electronic Engineering at UITM Pasir Gudang completed the survey. The survey was distributed over WhatsApp, and responses were recorded. The results show substantial correlations between relatedness, growth, and existence, emphasizing the interdependence of these categories in creating learning motivation. The findings indicate significant relationships between relatedness, growth, and existence, highlighting the interconnectedness of these constructs in shaping learning motivation. The study's implications suggest that educators should balance intrinsic and extrinsic motivation strategies, enhance self-efficacy, manage burnout, and foster relatedness through collaborative learning and culturally relevant materials to improve student outcomes and well-being. Future study could build on these findings by performing longitudinal studies that look at the long-term impacts of relatedness, growth, and presence on learning motivation. Future study could build on these findings by performing longitudinal studies to look into the long-term effects of relatedness, growth, and existence on learning motivation. Furthermore, investigating varied educational environments, using qualitative methodologies, and developing focused treatments may provide more insight into how these factors influence student motivation across settings and across time.
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