ISSN: 2222-6990
Open access
Learning motivation is one of the important factors that ensure the success of language acquisition. Although numerous studies has been done on students’ learning motivation, little is known about online learning motivation. Hence, this quantitative study aims to explore students' online learning motivation when learning a language through Social Cognitive Theory (SCT). Data were collected using a survey of 5-point Likert scale given to learners studying languages in a Malaysian public university. The survey consisted of four sections. Section A has 2 items on demographic profile. Section B has 12 items on behavior. Section C has 14 items on personal factors. Section D has 12 items on environmental factors. The respondents were 108 diploma and bachelor degree students. Data analysis was done using SPSS. The findings showed that SCT has a positive impact on students’ online learning motivation. All three elements of SCT which are behaviour, personal factors and environmental factors were significant in promoting students’ online learning motivation for language learning. Moreover, there are also a strong positive relationship between behaviour and personal factors, a moderate positive relationship between behaviour and environmental factors, and a moderate positive relationship between environmental and personal factors. These findings established that SCT has an important role in cultivating online learning motivation in a language classroom. Teachers can also design their teaching and learning process based on SCT as it is proven to promote students’ online learning motivation. Therefore, future studies on SCT can be beneficial towards students’ online learning motivation.
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In-Text Citation: (Mustafa et al., 2023)
To Cite this Article: Mustafa, N. C., Amali, N. A. K., Rahmat, N. H., Seng, H. Z., & Ibrahim, I. W. (2023). Exploring Online Learning Motivation among Undergraduates Through Social Cognitive Theory. International Journal of Academic Research in Business and Social Sciences, 13(3), 1447 – 1464.
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