ISSN: 2222-6990
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Science and engineering education is central to national development, yet the academic demands associated with these disciplines may increase students’ vulnerability to burnout. This study examined academic motivation and burnout among science and engineering students in Malaysian higher education and investigated the relationship between these constructs. A quantitative cross-sectional survey was conducted among 124 students from the Centre of Foundation Studies, Universiti Teknologi MARA (UiTM), and Universiti Teknologi Malaysia (UTM). Academic motivation was assessed through value, expectancy, and affective components, while burnout was evaluated in terms of exhaustion and disengagement. Students demonstrated high levels of extrinsic goal orientation, task value, and control beliefs for learning, although moderate levels of self-efficacy and examination-related affective responses were observed. Exhaustion was particularly evident in students’ reports of feeling tired before the academic day and requiring longer recovery periods after classes. A significant positive relationship was found between overall motivation and burnout (r = .344, p < .001), indicating that higher academic motivation may coexist with greater burnout. These findings suggest that strong achievement motivation does not necessarily protect students from academic exhaustion. Universities should therefore consider both motivational and well-being factors when designing academic support strategies for science and engineering students.
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