A LOOK AT THE RELATIONSHIP BETWEEN MOTIVATION FOR LEARNING AND SOURCES OF BURNOUT AMONG STUDENTS IN A MALAYSIAN UNIVERSITY

Abstract

Student motivation plays a crucial role in academic achievement, yet many learners struggle with burnout, which hampers their agreement and overall performance. Research indicates that both intrinsic and extrinsic motivation significantly influence learning outcomes, while burnout can lead to exhaustion and disengagement. This study examines the relationship between students’ motivation for learning and the factors contributing to burnout. A quantitative survey was conducted with 82 undergraduate students from diverse academic backgrounds. The survey instrument was structured into three sections, assessing demographics, motivational components (24 items), and burnout indicators (16 items). Findings showed a moderate positive correlation between motivation and burnout-exhaustion (r = .456, p < .01), and a strong positive correlation between motivation and burnout-disengagement (r = .549, p < .01). Students driven by extrinsic goals exhibited strong academic commitment but also reported higher exhaustion levels. Additionally, academic pressure contributed to disengagement, negatively impacting students’ learning experiences. These results emphasize the need for universities to implement strategies that cultivate intrinsic motivation while providing support systems to alleviate burnout. Enhancing study satisfaction, fostering a balanced academic workload, and promoting mental well-being programs can help sustain student engagement and improve learning outcomes.