Impact of Motivation and Social Support in Online Distance Learning among Freshmen

The COVID-19 pandemic disrupted education globally, impacting 1.6 billion learners in over 200 countries (Pokhrel, 2021). In the Philippines, education adapted through flexible learning (CHED, 2020), primarily delivered via Online Distance Learning (ODL) and Modular Distance Learning (MDL). Despite options, many students and parents favor ODL for its ability to maintain student-teacher interaction (Nolasco, 2022). Online learning presents challenges and benefits. While it provides access to education for those in remote areas, it can also feel isolating (Goldingay & Land, 2014). Factors such as learning time, environment, and instrumental support significantly influence students’ motivation and academic success (Cahyani et al., 2020; Shimamura, 2020). Moreover, intrinsic and extrinsic motivators shape engagement, with intrinsic factors like enthusiasm driving self-determined learning (Fitriyani et al., 2020). Social support, encompassing emotional, informational, instrumental, and affirmational aspects, plays a critical role in mitigating the stressors associated with online education (Munich, 2014). By fostering motivation and alleviating barriers, such support helps learners thrive. However, the pandemic has exposed motivation challenges, particularly among first-year college students, with factors like technical difficulties, procrastination, and reliance on online sources hindering participation. This study examines the interplay between motivation and social support in online learning among first-year college students. Guided by theories like Self-Determination Theory (Ryan & Deci, 2008), the research highlights how autonomy, competence, and social connections drive motivation. Social support’s influence, as framed by House’s (1981) theory, emphasizes how emotional, informational, instrumental, and affirmational dimensions contribute to academic success.