Students’ Motivation to Learn and Burnout: How do they Relate?

This study explores the relationship between student motivation and burnout, focusing on how these factors impact academic performance and well-being. The research examines both intrinsic and extrinsic motivation, as well as the consequences of burnout, defined as physical, emotional, and mental exhaustion. Data were collected from university students (n=200), representing a range of disciplines from both Science and Technology and Social Sciences. The sample was predominantly aged 19-24, with most in semesters 4-5 of their study programs. The study used a structured questionnaire to measure motivation through value components (intrinsic and extrinsic goal orientation and task value beliefs), expectancy components (self-efficacy and control beliefs), and affective components. Burnout was assessed by examining exhaustion and disengagement levels. The findings indicate that motivation, particularly extrinsic factors such as grades and external recognition, is positively correlated with burnout, which manifests in higher levels of exhaustion. These results suggest that a strong emphasis on extrinsic motivation may contribute to burnout, while intrinsic motivation may help alleviate this. The study calls for universities to foster intrinsic motivation and implement stress-reduction strategies to improve student well-being and academic success.