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Motivation is a reason for acting or behaving in a particular way while learning is a structured combination of human elements, materials, facilities, equipment, and procedures that influence each other to achieve learning goals. In others words, motivation for learning is intrinsic, where learners are interested in the course content, or extrinsic, where learners are interested in earning a course grade or credit. Motivation for learning is an important factor for students to achieve success in learning from various backgrounds of study in the university. But, the instrument, expectance, and valence components for motivation learning in university need to be explored and analyzed. This paper aims to identify the instrumental, expectancy, and valence components that influence learning motivation. To obtain the data quantitative research method with survey instruments was used. The survey questionnaire is divided into 4 sections including demographic profile, instrument components, expectancy components, and valence components. About 141 students from selected higher education institutions in ASEAN countries Malaysia, Singapore, Thailand, Brunei, and Indonesia participated in this research. The findings show that extrinsic goal orientation is the most influential factor to motivate the student to study. So that the lecturer has to prepare students to obtain the highest grade by implementing teaching and learning sessions effectively and achieving all the objectives needed.
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In-Text Citation: (Ali et al., 2022)
To Cite this Article: Ali, M., Don, M., Mohd Rilizam, R., Shukri, M., Senin, M., Ahmad, C. Y., Mas Nooraini, M., Sukree, L., & Mohd Farhan, A. (2022). Exploring Instrumental, Expectancy, and Valence Components in Motivation for Learning among University Students in Selected ASEAN Country. International Journal of Academic Research in Progressive Education and Development, 11(2), 562–579.
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