Exploring the Relationship Between Motivation and Factors for Burnout Among Students

Noor Hasliza Abdul Rahman, Norhalida Othman, Nur Amalina Muhamad, Ezril Hisham Mat Saat, Nor Syafiqah Syahirah Mohamed and Mohd Izuan Maarof
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Noor Hasliza Abdul Rahman: Faculty of Electrical Engineering, University technology MARA, Johor Branch, Pasir Gudang Campus, 81750 Johor, Malaysia
Norhalida Othman: Faculty of Electrical Engineering, University technology MARA, Johor Branch, Pasir Gudang Campus, 81750 Johor, Malaysia
Nur Amalina Muhamad: Faculty of Electrical Engineering, University technology MARA, Johor Branch, Pasir Gudang Campus, 81750 Johor, Malaysia
Ezril Hisham Mat Saat: Faculty of Electrical Engineering, University technology MARA, Johor Branch, Pasir Gudang Campus, 81750 Johor, Malaysia
Nor Syafiqah Syahirah Mohamed: Faculty of Electrical Engineering Technology, University Malaysia Perlis, 02600, Arau, Perlis, Malaysia
Mohd Izuan Maarof: Kumpulan Prasarana Rakyat Johor (KPRJ), Seri Medini, No 7, Persiaran Ledang Heights, 79250 Iskandar Puteri, Johor, Malaysia.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 9, 830-845

Abstract: Student motivation plays a pivotal role in determining academic engagement and overall psychological well-being. In the context of modern higher education, the increasing academic demands placed on students have led to heightened instances of burnout, characterized by emotional exhaustion and psychological detachment. Burnout not only undermines academic performance but also affects students’ persistence in their studies. Despite evidence linking motivation and burnout, limited research exploring how specific motivational dimensions influence burnout among students in higher education. Guided by McClelland’s Theory of Needs and the Motivation–Burnout conceptual framework adapted from Pintrich and De Groot (1990) and Campos (2011), this study aimed to explore the levels of learners’ motivation specifically the value, expectancy, and affective components and their relationship with emotional exhaustion and disengagement. This study used a 5-point Likert Scale instrument consisting of 4 sections. Section A has 8 items on descriptive statistics. Section B has 23 items on Motivational; section C has 8 items on Exhaustion and section D has 8 items on Disengagement. A cross-sectional survey was conducted with 206 students from both public and private institutions across Science & Technology and Social Sciences & Humanities programs. The study found that students demonstrated high levels of academic motivation, particularly to performance evaluation. Nonetheless, moderate levels of emotional exhaustion and disengagement were also reported. Correlation analysis revealed a positive relationship between motivational factors and burnout components, particularly when external achievement goals drove motivation. These findings highlight the importance of addressing not only the cognitive drivers of motivation but also the emotional well-being of students. The study suggests that targeted interventions such as motivation-based teaching strategies, time management training, and mental health support can be effective in reducing burnout and sustaining academic engagement.

Date: 2025
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