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 Amir Nizam, Shirley Clare Jeri et al.· International journal of res...· 0 citations
Language learning strategies have long been acknowledged as a key element in fostering learners’ engagement, autonomy, and academic achievement in second and foreign language learning contexts. This study aims to understand the interralationship between Social Cognitive Theory factors; personal, behavioural and environmental and their influence on language learning strategies among 370 undergraduate students in public university. The instruments used consist four sections based on Bandura’s SCT factors measuring personal, behavioural and environmental as well as language learning strategies. The findings demonstrated moderate to high levels of personal, behavioural and environmental strategy use in language learning. In addition, significant and strong interrelationships were found among the factors, supporting Bandura’s concept of reciprocal determinism. Teachers must acknowledge and be aware that language learning happens through dynamic interaction across these factors; personal, behavioural and environmental. Therefore, teaching content, tasks, classroom practice and classroom environment should be designed and grounded in these factors.
Husna binti Abdul Ahad, Nor Azean Binti Hasan Adali, Asma’ Binti Ammar et al.· International journal of res...· 0 citations
Writing skill is a crucial skill for students in tertiary level education. For students who do not possess good writing skills, they might be intimidated by writing tasks and assignments. This low self-efficacy might hinder them from performing in a writing task. Hence, this study aims to investigate the relationship between students’ self-efficacy and the writing strategies (metacognitive, effort regulation, cognitive, society, and affective strategies) that they use. A quantitative approach was employed, specifically the survey research design to determine the relationship between these two variables. A total of 147 university students from a public university in Selangor, Malaysia were involved in this study, who responded to a questionnaire distributed through online platforms. In general, the findings of this study found that generally students had high self-efficacy, and they employed various strategies in order to complete their writing tasks. The implication of this study is that while teaching writing strategies to students is helpful, students’ confidence and self-efficacy should also be raised in the teaching and learning process.
Hidayu Shafie, Izlin Mohamad Ghazali, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
Language learning strategies (LLS) are central to second language acquisition, and their success depends on learner motivation. This study looks at how autonomy, competence, and relatedness shape the experiences of Malaysian undergraduates, using Self-Determination Theory (SDT) as the framework. These three needs have not been studied in depth in the Malaysian context. The study set out to examine how learners perceive these needs, how they are connected, and whether differences exist across academic disciplines. Four hypotheses were developed to guide the research. Data were collected through a structured questionnaire with 42 items: competence (19), autonomy (11), and relatedness (12). A total of 218 undergraduates from Malaysia’s largest public university took part. Responses were rated on a Likert scale, and reliability was confirmed using Cronbach’s Alpha. The findings show that learners reported moderately high engagement in autonomy, competence, and relatedness. Significant positive correlations were found among the three needs, confirming their close relationship in language learning. This study suggests that motivational support and strategic training should be integrated into educational methods. It encourages future research to extend this framework to multiple contexts and disciplines to deepen our understanding of language learning.
N. Abas, Nadiah Zubbir, Noor Hanim binti Rahmat et al.· International journal of res...· 0 citations
The increasing integration of artificial intelligence (AI) tools in higher education has transformed students’ learning experiences and academic practices. Among these tools, ChatGPT has gained considerable attention for its ability to support academic tasks, enhance learning efficiency, and facilitate student engagement. Guided by McClelland’s Theory of Needs, this study examines university students’ motivation for using ChatGPT in learning, with particular emphasis on the need for achievement, need for power, and need for affiliation. A quantitative research design was employed using a survey questionnaire administered to 123 university students enrolled in Mandarin language courses at a university branch campus. The instrument consisted of six sections measuring critical thinking, learner agency, academic performance, ChatGPT usage, student engagement, and motivational needs. Data were analyzed using descriptive statistics, independent samples t-tests, and Pearson correlation analysis. The findings indicate that students perceive ChatGPT as a useful learning tool that supports assignment completion, enhances learning efficiency, and contributes positively to academic performance. The results further revealed no significant differences in motivational needs based on gender or academic clusters. However, significant positive relationships were identified among the three motivational needs proposed by McClelland’s theory. The study also highlights that despite the increasing role of AI-assisted learning tools, instructor support and human interaction remain important in sustaining student engagement and meaningful learning experiences. The findings suggest that educators should integrate ChatGPT into educational practices in a balanced and pedagogically guided manner to support students’ motivation and learning outcomes in the digital learning environment.
Lee Chai Chuen, Teo Ai Min, L. Yui et al.· International journal of res...· 0 citations
In today’s world, the use of artificial intelligence tools such as ChatGPT, Gemini, and Perplexity has transformed the landscape of academic writing and learning. It is seen as something that is indispensable in both academic and non-academic settings. This study examined the relationship between ChatGPT use and the thinking process in writing among undergraduates. Specifically, the study investigated differences based on gender and academic discipline and examined learners' perceptions of the phonological loop, episodic buffer, visuo-spatial sketchpad, and ChatGPT. The study also explored the relationship between ChatGPT and the thinking process in writing. Data were collected from 127 university students using purposive sampling through a structured questionnaire. This study stems from the Working Memory Theory by Baddeley and Hitch (1974). The study investigates three components of the thinking process in writing: the phonological loop, the episodic buffer, and the visuo-spatial sketchpad. The instrument consisted of three sections, including the demographic profile, and this five-point Likert scale questionnaire was adapted from Raoofi et al. (2017) and Youssef et al. (2024). Data were analysed using SPSS, and the findings revealed no statistically significant differences in ChatGPT usage and the thinking processes in writing across gender and disciplines. Respondents demonstrated positive perceptions towards the use of metacognitive, effort regulation, and cognitive strategies in writing, alongside favourable perceptions of ChatGPT in supporting critical thinking, academic achievement, and engagement. It is implied that ChatGPT may function as a useful tool in the writing process for students, and future studies may explore the long-term effects of AI-assisted writing on students’ independent writing abilities.
Nur Maizura Lin, Puspalata C. Suppiah, Suzana Hamzah et al.· International journal of res...· 0 citations
Guided by Social Cognitive Theory, this study examines learners’ academic writing strategies drawing on Bandura's (1986) model, and focuses on how environmental, personal and behavioural factors are interdependent in influencing learners' writing. The study employed a quantitative survey design involving 109 undergraduate and postgraduate students in a Malaysian public university. The data were gathered using a structured questionnaire adapted from Raoofi et al. (2017), consisting of 27 items grouped under three main strategy domains: metacognitive, cognitive/effort regulation and social-affective strategies. The data obtained were analysed using descriptive statistics and correlation analysis through SPSS. The findings show that learners reported using metacognitive strategies, particularly for revising and monitoring their writing, while social strategies were used at a moderate level. This correlation analysis shows significant relationships among all three factors, with the strongest between personal and behavioural factors. Overall, the findings reveal the interconnected roles of cognition, action, and the learning environment in academic writing. The study provides pedagogical insights on shaping self-regulated writers and offers directions for further research on developing writing strategies.
Noor Hanim binti Rahmat, Nur Huslinda Che Mat., Norazrin Zamri et al.· International journal of res...· 0 citations
In the digital age, artificial intelligence tools such as ChatGPT are increasingly used to support writing practices. Grounded in David McClelland‘s Theory of Needs (1965), this study explores writing strategies used by university students as well as their motivational needs to use ChatGPT. The study is based on the notion that by understanding what motivates students to write can inform teaching practice as well as how academic institutions currently expect students to use AI tools. This study employed a quantitative survey approach involving 150 undergraduate students from a public university in Malaysia. The instrument consisted of a five-point Likert-scale questionnaire containing 43 items adapted from established studies on writing strategies and ChatGPT usage. The adapted instrument demonstrated satisfactory validity and strong internal consistency, with Cronbach’s alpha values ranging from .804 to .940. Findings reveal statistically significant differences in the needs of writers by gender (p = 0.005) but not by discipline (p = 0.085). This indicated that all three motivational needs were positively met by the students, showing moderate high levels of engagement. The Need for Achievement had strong positive correlations with Need for Power (r =. 602, p <. in the Present, Need for Autonomy (r = 01) and Affiliation (r =. 568, p <. 01). These results imply that achievement-oriented students are also more likely to self-regulate their effort and socialise with writing behaviour of others, which indicates an inter-related motivational profile. This study has large implications for writing teachers, and curriculum developers, suggesting that the interplay between motivational needs and AI tool usage should be considered when designing writing instruction.
Nur Huslinda Che Mat., Nur Maizura Lin, Suzana Hamzah et al.· International journal of res...· 0 citations
The increasing use of generative artificial intelligence (AI), particularly ChatGPT, has transformed academic writing in higher education by supporting idea generation, drafting, revision, and language improvement. However, limited research has examined learners’ perceptions of ChatGPT across different stages of the writing process. Therefore, this study investigated learners’ perceptions of ChatGPT use, their perceptions of the planning, translating, and reviewing stages of writing, and the relationship between ChatGPT and these stages. This quantitative survey study involved 186 tertiary students selected through convenience sampling. Data were collected using a 43-item five-point Likert scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024), comprising three sections: demographic profile, writing process, and ChatGPT. The findings revealed that learners generally perceived ChatGPT positively and reported positive perceptions towards all three writing stages. Correlation analysis showed a moderate significant positive relationship between ChatGPT and planning, as well as weak significant positive relationships between ChatGPT and translating and reviewing. The findings suggest that ChatGPT functions as a complementary tool that supports learners throughout the writing process while preserving the importance of cognitive and strategic writing behaviours. The study provides insights for the effective and responsible integration of ChatGPT in higher education writing instruction.
Izlin Mohamad Ghazali, Hidayu Shafie, Nurul Nadiah Dewi Faizul Ganapathy et al.· International journal of res...· 0 citations
Artificial intelligence (AI) is rapidly transforming academic writing in higher education by enhancing teaching practices, writing assessment, and student learning. Despite the growing adoption of AI-powered tools such as ChatGPT, Grammarly, PaperPal, and Automated Writing Evaluation (AWE) systems, existing research remains fragmented across pedagogical, assessment, and teacher-related perspectives. This study systematically reviews the current evidence on AI in academic writing using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines. Guided by four research questions formulated through the PICo framework, a comprehensive search of Scopus and Web of Science identified 236 records, from which 24 peer-reviewed studies published between 2021 and 2026 met the inclusion criteria following screening, eligibility assessment, and quality appraisal. The findings reveal three dominant themes: (1) AI integration in academic writing teaching and learning, (2) AI-assisted assessment, feedback, and writing evaluation, and (3) teachers' perspectives, ethical issues, and AI adoption. Collectively, the reviewed studies demonstrate that AI enhances writing quality, learner engagement, self-regulated learning, and formative assessment through timely and personalized feedback. However, AI remains limited in evaluating higher-order writing competencies, including critical thinking, originality, and contextual reasoning, reinforcing the continued importance of human expertise in writing assessment. The review further highlights the influence of teachers' perceptions, ethical concerns, and institutional readiness on successful AI implementation. The study contributes a comprehensive synthesis of current research by integrating pedagogical, assessment, and human perspectives through the TPACK, Assessment for Learning, and Technology Acceptance Model frameworks. These findings provide practical implications for educators, institutions, and policymakers while identifying priorities for future research on responsible and pedagogically sound AI integration in academic writing within higher education.
Saidatul Akmar Zainal Abidin, Noor Hanim binti Rahmat· International journal of res...· 0 citations
The emergence of Artificial Intelligence (AI) tools like ChatGPT is changing the nature of academic writing by providing support in generating ideas, developing content, revision and editing. Although writing with AI offers benefits, little is known about its impact on learners’ writing strategies and motivation. Guided by Self-Determination Theory (SDT), this study examines the relationship between competence, autonomy, and relatedness in academic writing in the context of ChatGPT usage. This quantitative study involved 126 respondents from higher educational institutions. A 43-item Likert-scale questionnaire adapted from Raoofi et al. (2017) and Youssef et al. (2024) was used to collect data. The questionnaire was based on three constructs: autonomy, relatedness, and competence and showed high internal consistency (Cronbach’s α = .937). Data were analysed using descriptive, inferential, and correlation analyses in SPSS. Results show positive perceptions of using ChatGPT in improving academic achievement, critical thinking skills, and the motivation of students. Moreover, participants used metacognitive, cognitive, and effort-regulating writing strategies frequently. ChatGPT is a potential scaffold for supporting learners’ writing development, but it also motivates them by increasing their competence, autonomy, and relatedness.
Julina Munchar, T. A. Buhari, Sharifah Shahnaz Syed Husain et al.· International journal of res...· 0 citations
With growing pressure in today’s world, students are facing burnout from meeting academic demands. This may influence students’ motivation and academic engagement, which causes growing concern in higher education. Therefore, this study is conducted to examine the influence of burnout on students’ motivation by integrating the Job Demands–Resources Model and Expectancy–Value Theory. These relationships are then tested using Partial Least Squares Structural Equation Modeling (PLS-SEM). A questionnaire consisting of three components including value, expectancy, and affective was distributed to 125 undergraduate students. The results were then analysed using SmartPLS, following a two-stage procedure involving measurement and structural model assessment. The findings revealed that the measurement model exhibited satisfactory reliability and validity across all constructs. Structural model results revealed that disengagement exerted significant effects on all three motivational components (value, expectancy, and affective), indicating its strong and consistent influence on students’ motivational beliefs and emotional responses toward learning. Exhaustion, however, showed a more selective impact, significantly influencing expectancy but not value or affective components. Overall, the results suggest that motivational withdrawal affects students' motivation greater than emotional fatigue. These findings contribute to a more detailed understanding of how multiple aspects of burnout may affect students' motivation. The study also highlighted that PLS-SEM is useful in studying the complex relationship between psychological constructs. The results of this study contribute to addressing students’ loss of interest and highlight the role of educators in supporting student motivation during lessons.
Saidah Ismail, Haslinda Md. Isa, Noor Hanim binti Rahmat et al.· International journal of res...· 0 citations