Students' motivation affects their academic performance tremendously. As of today, the impact of COVID-19 has shown that the number of dropouts at universities has increased significantly. However, there is a lack of research examining whether students' motivational beliefs might be used to predict their status as dropouts in their studies. This study aimed to assess the level of learners' motivation, which consists of motivational, expectancy, and affective components towards their perceptions of burnout and reasons for dropout. A total of 232 students completed a cross-sectional quantitative survey consisting of questions based on Pintrich and De Groot's (1990) model of learner motivation, Campos, Zucoloto, Bonafé, Jordani, and Maroco (2011) framework for burnout, and Shuja, Ali, Khan, Burki, and Bilal (2022) research on reasons for student dropout. The study's findings show that 1) the levels of learners' motivation, expectancy, and affective components were moderate-high, and 2) the level of learners' perceived burnout was moderate-to-high. 3) The factors affecting dropouts, including the economic crunch, learning difficulties, and other issues, are low to moderate. 4) The Pearson correlation analysis shows a positive relationship between the motivational component and exhaustion, disengagement, e-learning difficulties, and other issues, with the strength of the relationship ranging from moderate to moderately strong. These findings support the hypotheses that predict a significant positive relationship between the motivational component and burnout and reasons for dropout. However, there is no significant relationship between the expectancy and affective components with economic crunch and other issues. The results suggest that interventions aimed at addressing motivational factors could potentially help to alleviate burnout and dropout. Overall, this study highlights the need to address burnout and dropout in e-learning and to consider the impact of motivational, expectancy, and affective factors in developing interventions to mitigate these issues.

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.