Learning Motivation, Psychological Capital, And Academic Burnout Among Higher Vocational Students

This research focused on students from higher vocational colleges in Shandong Province, China, utilizing questionnaires to delve into their learning motivation, psychological capital, and academic burnout. It meticulously examines the intricate interplay among these three factors. The outcomes revealed a notable correlation among learning motivation, psychological capital, and academic burnout among students in higher vocational institutions. Specifically, a significant positive correlation emerges between learning motivation and psychological capital, while a significant negative correlation is observed between learning motivation and academic burnout. Additionally, psychological capital was also found to have a marked negative association with academic burnout. Based on these findings, this study set out a series of targeted strategies and recommendations to improve the academic outcomes of students in vocational schools. This was crucial for fostering academic progress, enhancing the learning environment, and elevating the overall standard of education. This paper employed a descriptive research method, using questionnaire surveys as the source of data collection, and statistical analysis is conducted using correlation analysis. In the context of demographic variables, medical major students exhibited a higher propensity for academic burnout compared to non-medical major students. Additionally, the research revealed that first-year and third-year students, alongside those residing in urban areas, demonstrate superior psychological capital. There existed a notable positive association between learning motivation and psychological capital, whereas both factors display a significant negative correlation with academic burnout. This implies that a greater level of psychological capital correlates with a lower degree of academic burnout, and similarly, heightened learning motivation, particularly intrinsic motivation, is associated with a reduced level of academic burnout. The study concluded with a suggested program to improve student learning outcomes and offers suggestions on how to increase motivation and enhance psychological capital.