An Overview of Learning Motivation Among Working Students During the Covid-19 Pandemic

Abstract

Motivation to learn is a drive within individuals which directs him or her to learn something new. Working students who study while working are required to be able to carry out their duties and responsibilities properly, starting from time management, between the time spent at the college and at the working place. This study is aimed to find out the learning motivation of the working students. This research uses criterion sampling technique in selecting four participants. The research was conducted from September 2020 to December 2020, followed by the in-depth interviews with the four participants. The results of the study indicates that all participants still have motivation to learn both intrinsically and extrinsically even though they have to strictly manage their time between working and studying, to earn a living and to master new knowledge applicable before getting a job, but one of the participants had a poor grades at college because of working.

Learning Motivation: A Correlational Study between Value and Expectancy Components

“…During this time, the studies have also discovered both positive and negative effects of learning motivation on academic achievement. Students with high motivation were discovered to be more likely to involve in online learning tasks, which led to better academic achievement (Anthonysamy & Singh, 2023;Osman et al, 2021), while students with low motivation due to the challenges in online learning were discovered to have poor academic performance during the emergency remote teaching and learning (Anthonysamy & Singh, 2023;Tan, 2020). In conclusion, it was discovered that learning motivation substantially impacted student academic performance in Malaysia during the COVID-19 pandemic.…”

“…Motivation was discovered to have a beneficial impact on academic achievement, whereas a lack of motivation had a negative effect. In addition, it was also found that the usage of effective self-efficacy (Osman et al, 2021) and self-regulated learning strategies (Tajudin et al, 2022) were predictors of academic achievement.…”