EXPLORING THE INFLUENCE OF EXISTENCE, RELATEDNESS AND GROWTH ON LEARNER'S MOTIVATION

The motivation of learners is strongly related to their fundamental needs, particularly in the realms of psychology and safety factors such as mindfulness and emotional exhaustion. Burnout has attracted significant attention in recent years because of its detrimental effects on individual's psychological well-being and general productivity. This study aimed to apply the ERG theory (existence, relatedness and growth) as a framework to examine the implication of burnout to learner’s motivation. Employing a quantitative survey using five Likert scales was used for 207 respondents in various studies disciplines in Malaysia. The survey consisted of four distinct sections: first, an assessment of the demographic profile, followed by an assessment of relatedness based on value motivational components, third, an analysis growth needs by analysing expectation and affective components and lastly, an evaluation on existence by assessing exhaustion and disengagement. The Pearson correlation analysis demonstrates a moderate positive and significant relationship between the existence, relatedness, and growth in learning motivation. The finding shows that learners exhibited a strong learning motivation however, the feeling of tiredness, anxiety and frustration contributed to burnout and lowering motivation. Learners' motivation levels vary in tandem with their burnout experiences, suggesting a potential interdependence between these variables. Thus, to prevent the prolonged cause of burnout that can have a negative impact on learning, a supportive learning environment, restructure of syllabus and assessment task, addressing learner’s emotion and physical well-being need to be emphasized.