Exploring the Relationship Between Motivation and Factors for Burnout Among Students

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.