Group work is widely used in tertiary foreign-language classrooms, yet the motivational mechanisms that sustain learner engagement in group-based tasks remain under-examined. Drawing on Keller's ARCS motivational framework, the present study examined how foreign-language university learners perceive Attention, Relevance, Confidence, and Satisfaction in the context of group work, and tested whether these four components are significantly related and whether they vary across learner clusters. A quantitative cross-sectional survey design was employed. A convenience sample of 118 university students completed a 35-item, five-point Likert-scale instrument adapted from Keller, Studnicka, and Bateman et al. Instrument reliability was excellent (overall Cronbach's α = .985; sub-dimension α = .942–.970). Pearson correlations indicated strong, significant positive relationships among all four ARCS factors (r = .762–.948, all p < .001), supporting the alternative hypothesis that the four components function as a coherent motivational cluster. Cluster-level comparisons, however, revealed no significant differences across learner groupings (all F < 1, p > .05), supporting the null hypothesis of no cluster variation. Findings suggest that ARCS-based interventions in tertiary foreign-language group work should treat the four dimensions as interrelated rather than independent, while remaining sensitive to within-group homogeneity in motivational response.
Shafiyah Mohamad Khalil, Noor Ahnis Othman, Musaddiq Mohamad Khalil et al.· International journal of res...· 0 citations
This study assesses student motivation in online learning environments, with the purpose of exploring how affiliation influences learners’ power and achievement in university learning. The study is guided by McClelland’s Theory of Needs (1965) and Fowler’s (2018) online motivation framework, which frame motivation through affiliation, power, and achievement. The research problem concerns the difficulty of sustaining motivation online, where students may experience isolation, reduced focus, and heavy demands for self-discipline despite the normalisation of virtual education. A quantitative survey design was employed using a convenient sample of 199 students. Data were collected through a five-point Likert-scale questionnaire adapted from Fowler’s motivation to learn online instrument and analysed using descriptive statistics, reliability analysis, t-tests, and Pearson correlation in SPSS. The findings showed no significant differences in online motivation across gender, clusters, education background, and academic years, suggesting that demographic factors were not the main source of motivational variation. The findings also revealed that learners perceived affiliation, power, and achievement positively, while affiliation had strong positive relationships with both power and achievement. Overall, online motivation appears to depend strongly on meaningful connection and instructor support. The study implies that educators should design affiliation-rich online learning environments, while future research should use mixed-method approaches to examine learner motivation.
Amir Lukman Abd Rahman, Wan Muhammad Fitri Wan Amir Nizam, Shirley Clare Jeri et al.· International journal of res...· 0 citations
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