Perception of Studying Mandarin from Home: An Analysis from McLelland’s Theory
Main Article Content
Keywords
Study from home, Needs theory, study-life balance, flexibility, learning performance
Abstract
Studying from home may cause problems for academic performance and psychological well-being, however, studying from home may bring advantages for “flexibility”, “study-life balance” and academic achievement. Hence, this paper investigated whether university students gained benefits by studying Mandarin (as a foreign language) from home based on the Theory of Needs of David McClelland. This theory has linked to the Need for Power (through Flexibility), the Need for Affiliation (through Study-Life Balance) and the Need for Achievement (through Learning Performance). The study employed a quantitative method, and the instrument used was a survey. The samples comprised of 326 students who enrolled in a Mandarin course at the Universiti Teknologi MARA (UiTM), Shah Alam and Puncak Alam, Selangor. The data was analysed using the Statistical Packages for Social Sciences (SPSS) for obtaining descriptive statistics such as mean scores, standard deviations and correlation. In terms of the Need for Power (through Flexibility), the results demonstrated that students very often had the power for saving on commuting expenses and focus on the study; while the results for the Need for Affiliation (through Study-Life Balance) revealed that students were able to save more time to handle tasks on hand, attend to family needs and enhanced family relationship. The results for the Need for Achievement (through Learning Performance) indicated that students very often had control over learning performance due to their Mandarin lecturers understood their challenges, provided more learning materials and monitored their progress. It is recommended that the motivation to study from home can be further explored. This study could be replicated to examine if the McClellan’s Needs Theory would meet the needs of other larger groups of students.
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References
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Aroonsrimarakot, S., Laiphrakpam, M., Chathiphot, P., Saengsai, P., & Prasri, S. (2022). Online learning challenges in Thailand and strategies to overcome the challenges from the students’ perspectives. Education and Information Technologies, 28(7), 1-18. DOI: https://doi.org/10.1007/s10639-022-11530-6
Benneker, I. M. B., Lee, N. C. & van Atteveldt, N. (2023). Mindset and perceived parental support of autonomy safeguard adolescents’ autonomous motivation during Covid-19 home-based learning. npj Sci. Learn, 8(4). https://doi.org/10.1038/s41539-023-00153-2
Briliannur Dwi C, Aisyah Amelia, Uswatun Hasanah, Abdy Mahesha Putra & Hidayatur Rahman. (2020). Analisis Keefektifan Pembelajaran Online di Masa Pandemik Covid-19. MAHAGURU: Jurnal Pendidikan Guru Sekolah Dasar, 28-37. file:///C:/Users/user/Downloads/559-Article%20Text-1129-1-10-20200626.pdf
Clarissa, S. & Daniel, G. (2022). Emergency remote teaching of Mandarin classes during the Covid-19 pandemic. Journal of Linguistics, Literature, and Language Teaching, 6(2), 95-111, DOI: 10.33479/klausa.v6i2.655. DOI:10.33479/klausa.v6i2.625
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Duan, L., & Zhu, G. (2020). Psychological interventions for people affected by the Covid-19 epidemic. The Lancet Psychiatry, 7(4), 300-302.
Fidalgo, P., Thormann, J., Kulyk, O., & Lencastre, J. A. (2020). Students’ perceptions on distance education: A multinational study. International Journal of Educational Technology in Higher Education, 2-3. https://doi.org/10.1186/s41239-020-00194-2
Ghasemi, A., & Zahediasl, S. (2012). Normality tests for statistical analysis: a guide for non-statisticians. International Journal of Endocrinology and Metabolism, 10(2), 486. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3693611/
Giannoulas, A., Stampoltzis, A., Kounenou, K. and Kalamatianos, A., (2021). How Greek students experienced online education during covid-19 pandemic in order to adjust to a post-lockdown period. Electronic Journal of e-Learning, 19(4), 222-232. www.ejel.org.
Guo, G., Zeng, Q., & Zhang, L. (2023). What social factors influence learners’ continuous intention in online learning? A social presence perspective. Information Technology & People, 11 Apr 2023, 36(3), 1076 – 1094. https://doi.org/10.1108/ITP-02-2021-0151
Hastutiningtyas, W. R., & Rosdiana, Y. (2021). Reaksi psikologis anak belajar daring (Online) pada masa Pandemi Covid-19 di SDN Sumberejo 1 Purwosari Pasuruan. Jurnal Ilmu Keperawatan, 5(1), 16-23, DOI: 10.33366/nn.v5i1.2256.
Hermanto, Rai, N. G. M., & Fahmi, A. (2021). Students’ opinions about studying from home during the COVID-19 pandemic in Indonesia. Cypriot Journal of Educational Science, 16(2), 499-510. https://doi.org/10.18844/cjes.v16i2.5627
Hu, Y., Ow Yong, J. Q. Y., Chng, M. L. C., Li, Z., & Goh, Y. S. (2022). Exploring undergraduate nursing students’ experiences towards home-based learning as pedagogy during the Covid-19 pandemic: A descriptive qualitative exploration. BMC Nursing, 21(1), 1-9. https://doi.org/10.1186/s12912-021-00788-9
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F. & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in Covid-19 Outbreak. Beijing: Smart Learning Institute of Beijing Normal University.
Huang, Y., & Wang, S. (2023). How to motivate student engagement in emergency online learning? Evidence from the Covid-19 situation. High Educ, 85, 1101–1123. https://doi.org/10.1007/s10734-022-00880-2
Iqbal, J., Qureshi, N., Ashraf, M. A., Rasool, S. F., & Asghar, M. Z. (2021). The effect of emotional intelligence and academic social networking sites on academic performance during the Covid-19 pandemic. Psychology Research and Behavior Management, 14, 905–920. https://doi.org/10.2147/PRBM.S316664
Kastaty, I., & Prihatini, E. S. (2022, September 13-15). Learning Asian languages using online platforms during pandemic times: Evidence from Indonesian youth. Proceedings of the 3rd Asia Pacific International Conference on Industrial Engineering and Operations Management, Johor Bahru, Malaysia.
Khanna, D., & Prasad, A. (2020). Problems faced by students and teachers during online education due to Covid-19 and how to resolve them. 6th International Conference on Education and Technology (ICET), Malang, Indonesia, 32-35. IEEE. doi: 10.1109/ICET51153.2020.9276625.
Kumar, V. V., & Tankha, G. (2020). Influence of achievement motivation and psychological adjustment on academic achievement: A cross-sectional study of school students. Humanities & Social Sciences, 8(1), 532–538. https://doi.org/10.18510/hssr.2020.8165 Reviews e 2395-6518
Li, D. (2022). The shift to online classes during the Covid-19 pandemic: Benefits, challenges, and required improvements from the students’ perspective. Electronic Journal of e-Learning, 20(1), 1-18. www.ejel.org.
Mahyoob, M. (2020). Challenges of e-Learning during the Covid-19 pandemic experienced by EFL learners. Arab World English Journal (AWEJ), 11(4). DOI: https://dx.doi.org/10.24093/awej/vol11no4.23
Manea, I. V., Macavei, T., & Pribeanu, C. (2021). Perceived benefits of online lectures during the pandemic: A case study in engineering education. Pro Edu International Journal of Educational Sciences, 3(1), 35-41. DOI:10.26520/peijes.2021.4.3.35-41
Martincová, J., Andrysová, P., & Trubelíková, J. (2016). Achievement motivation and general motivational tendencies of social pedagogy students. Asian Social Science, 12(1), 237-246. https://www.ccsenet.org/journal/index.php/ass/article/view/54733.
McClelland, D.C. (1961). The achieving society. University of Illinois at Urbana-Champaign’s Academy for Entrepreneurial Leadership Historical Research Reference in Entrepreneurship. Retrieved from: https://ssrn.com/abstract=1496181
McClelland, D. C. (1965). Toward a theory of motive acquisition. American Psychologist, 20(5), 321–333. https://doi.org/10.1037/h0022225
Moore, L. L., Grabsch, D. K., & Rotter, C. (2010). Using achievement motivation theory to explain student participation in a residential leadership learning community. Journal of Leadership Education, 9(2), 22–34. https://doi.org/10.12806/V9/I2/RF2
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36 (COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Negri A, Conte F, Caldiroli CL, Neimeyer RA, Castiglioni M. (2023). Psychological factors explaining the Covid-19 pandemic impact on mental health: The role of meaning, beliefs, and perceptions of vulnerability and mortality. Behavioral Sciences, 13(2), https://doi.org/10.3390/bs13020162
Nik Md Salleh, Nik Sarina and Hamid, Roseliza and Abdul Rahman, Khadijah and Zainal Abidin, Iffah Farzana and Zawawi, Amirah Syarwarshah. (2022). Learning flexibility and environmental changes with the advent of online learning during COVID-19 pandemic. Jurnal Intelek, 17 (1): 12, 116-127. ISSN 2231-7716. https://myjms.mohe.gov.my/index.php/intelek/index
Norasyikin Osman, Siti Salwa Mohd Noor & Norhayati Che Hat (2022). Online learning: Student psychological challenges during a pandemic Covid-19. The Achieving Society, 12(1), 910 – 918. https://dx.doi.org/10.6007/IJARBSS/v12-i1/11636
Normah Ahmad, Nor Rasimah Abdul Rashid, Nur Anisah Tan Abdullah, Choong P. Y., Sarinah Sharif, Noor Hanim Rahmat. (2022). Exploring learners’ motivations for studying from home. International Journal of Academic Research in Business and Social Sciences, 12(1), 2210–2243. https://dx.doi.org/10.6007/IJARBSS/v12-i1/12151
Okyere, E., Salusalu, M., Goundar, R., & Marfoh, K. (2022). What do university students say about online learning and the Covid-19 pandemic in central Fiji? A qualitative study. Plos One, 17(8), e0273187. https://doi.org/10.1371/journal.pone.0273187
Onyema, E. D., Eucheria, N. C., Obafemi, F. A., Sena, S., Atonye, E. G., Sharma, A., Alsayed, O. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice. 11(13), 108- 121. DOI: 10.7176/JEP/11-13-12
Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome - A review of literature. International Journal of Information Management, 43, 1–14. https://doi.org/10.1016/j.ijinfomgt.2018.05.005
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Mar 21, 2025
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Low, H. L., Goh, C. S., Teh, H. S., & Aini, T. S. (2025). Perception of Studying Mandarin from Home: An Analysis from McLelland’s Theory. Jurnal Arbitrer, 12(1), 82–95. https://doi.org/10.25077/ar.12.1.82-95.2025
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Author Biographies
Low Hiang Loon, Universiti Teknologi Mara (UiTM)
ASSOC. PROF. DR. AT THE ACADEMY OF LANGUAGE STUDIES, UNIVERSITI TEKNOLOGI MARA (UiTM) SHAH ALAM, SELANGOR, MALAYSIA.
Goh Chin Shuang, Universiti Teknologi Mara
Assoc. Prof. Dr. at the ACADEMY OF LANGUAGE STUDIES, UNIVERSITI TEKNOLOGI MARA (UiTM) SHAH ALAM, SELANGOR
Teh Hong Siok, Universiti Teknologi Mara
Assoc. Prof. Dr. at the ACADEMY OF LANGUAGE STUDIES, UNIVERSITI TEKNOLOGI MARA (UiTM) SHAH ALAM, SELANGOR
Tuan Sarifah Aini Syed Ahmad, Universiti Teknologi Mara
SENIOR LECTURER at the ACADEMY OF LANGUAGE STUDIES, UNIVERSITI TEKNOLOGI MARA (UiTM) SHAH ALAM, SELANGOR