The Influence of Goal Orientations on Online Motivation: A PLS-SEM Analysis

This study investigates the influence of intrinsic and extrinsic goal orientations on online motivation using Partial Least Squares Structural Equation Modeling (PLS-SEM). Grounded in Expectancy-Value Theory, Social Cognitive Theory, and Self-Determination Theory, the study examines how goal orientations affect three motivational dimensions: expectancy, value, and social support in online learning environments. A quantitative research design was employed, and data were collected through a questionnaire distributed to students from different academic clusters. The instrument measured expectancy, value, social support, intrinsic goal orientation, and extrinsic goal orientation using a five-point Likert scale. Data were analyzed using SmartPLS 4 through measurement and structural model assessments. The findings revealed that both intrinsic and extrinsic goal orientations significantly influenced expectancy, value, and social support. Intrinsic goal orientation showed a large effect on expectancy and a medium effect on value, indicating that internally motivated learners possess stronger confidence and perceive online learning as meaningful and beneficial. Extrinsic goal orientation demonstrated a large effect on value and a medium effect on social support, suggesting that external rewards and recognition positively encourage students’ participation in online learning. The model also showed strong predictive relevance and satisfactory reliability and validity. The findings support previous studies emphasizing the importance of motivation, self-efficacy, and supportive learning environments in enhancing online learning engagement. This study contributes to the understanding of online motivation and provides practical implications for educators in designing motivating and supportive digital learning environments.