Exploring Classroom Motivation Using Alderfer’s Theory

Abstract

Numerous research has explored that human motivations affect learning outcomes significantly. The main aim of the research was to explore the classroom motivations of undergraduate students from the Faculty of Administrative Science and Policy Studies, Universiti Teknologi MARA through the lens of the Alderfer theory of motivation. In particular, the main objective of the study was to determine how the Alderfer theory, existence, relatedness, and growth influence students' classroom motivation. The research has adopted a correlational and cross-sectional study approach. A total of 424 undergraduate students from 5 academic programs the Administrative Science and Policy Studies participated in the online survey. The questionnaire consisted of 5 sections with 24 items on Alderfer's three components of Existence, Relatedness and Growth. The study's findings show that Existence, Affective and Growth dimensions scored from moderate to high mean scores ranging from 3.5 and above. The correlation analysis shows a strong significant relationship between existence and growth r =.711, p=.000. While a weak positive relationship between existence and relatedness r=.307, p=.000 and growth and relatedness r= .150, p=.002. The study's implication indicates that most undergraduate students a moderate high level of motivation. Hence, to sustain the classroom motivation of the students, continuous psychological, materials and academic support together with training in teaching pedagogy are vital to ensure their academic success.

A Study of Perception on Students’ Motivation, Burnout and Reasons for Dropout

“…Additionally, it was discovered that students were motivated to learn because they were very confident in their abilities to complete the tasks they were given, even when they were taking an exam. Harith et al (2022) study, which demonstrates that students have higher task value beliefs, self-efficacy, and control beliefs towards their learning behaviour, was consistent with these findings. Therefore, it is advised that the faculty give moral support and study assistance to the students to support their motivation so that they can manage their academic pressures and cope well with the academic expectations at the university.…”

“…In another study, the Aldefer theory, which has three parts: existence, relatedness, and growth, was used to determine how motivated learners were. Students were motivated to learn by having clear goals, being confident in their execution of assignments, and achieving good results (Harith et al, 2022). Despite the confidence and clear goals, they do not influence students' fear of sitting for an examination or failing it (Harith et al, 2022).…”

“…Students were motivated to learn by having clear goals, being confident in their execution of assignments, and achieving good results (Harith et al, 2022). Despite the confidence and clear goals, they do not influence students' fear of sitting for an examination or failing it (Harith et al, 2022). Therefore, to motivate learners, they need to be trained in building confidence and good management skills and equipped with ample resources (Harith et al, 2022).…”

“…Despite the confidence and clear goals, they do not influence students' fear of sitting for an examination or failing it (Harith et al, 2022). Therefore, to motivate learners, they need to be trained in building confidence and good management skills and equipped with ample resources (Harith et al, 2022).…”