Exploring How Social Support Affects Online Motivation

Abstract

Online learning has become important in higher education due to its flexibility and accessibility. However, students may struggle to remain motivated when faced with limited interaction and difficult content. Social support from instructors and classmates may help students feel more connected, confident, and willing to continue learning. Nevertheless, its relationship with students’ expectancy for success and perceived value of online learning remains underexplored. This study aimed to explore how social support relates to online learning motivation through the dimensions of expectancy and value. A quantitative survey was conducted using a convenience sample of 200 students from Universiti Teknologi MARA, Malaysia. The questionnaire comprised four sections covering respondents’ demographic profiles, expectancy, value, and social support, with 37 items adapted from Fowler’s Motivation to Learn Online Questionnaire. The findings show that students received strong instructor support, enjoyed interacting with classmates, and valued clear guidance, relevant materials, and regular feedback. Students who experienced stronger social support also tended to feel more confident about succeeding and viewed online learning as more meaningful and useful. The study highlights the need for online learning environments that combine effective course delivery with accessible instructors, meaningful social interaction, and timely academic support to sustain students’ motivation and participation.