ISSN: 2222-6990
Open access
Students tend to experience burnout when they are overburdened by pressures and stressful circumstances. Burnout can cause a negative impact on students' well-being as well as their academic performance if the student cannot handle it properly. Students’ motivation, on the other hand, is seen as the essential factor acting as a driving force behind learning and determining students’ performance. Motivation will not mean much if the students do not have the motivation to perform at their best. Therefore, this study is carried out to explore the perception of learners on their use of learning strategies. The method used in this study was quantitative using a questionnaire as the main instrument. A set of questionnaires are designed to gain primary data which is divided into three sections: demographic profile, learners' drive, and burnout. A total of 113 respondents from second-semester foundation of law students participated in the survey. The data were then collected and analysed using the software Statistical Package for Social Science (SPSS). The findings reveal that there is a moderately positive relationship between learners’ drive and burnout. This indicates that even though the student experiences burnout, the desire to succeed drives learners' motivation and they will work harder to achieve the goal. Students' burnout can be minimised by boosting their interest in learning. Thus, this study has some important implications to prevent future academic burnout and contribute to the betterment of student learning and academic performance among UiTM foundation law students.
Cazan, A. (2015) Learning Motivation, Engagement and Burnout among University Students, Procedia - Social and Behavioral Sciences 187; 413 – 417
Campos, J. A. D. B., Zucoloto, M. L., Bonafe, F. S. S., Jordani, P. C., and Maroco, J. (2011) Reliability and Validity of Self-Reported Burnout in College Students: A Cross Randomized Comparison of Paper-and-Pencil vs. Online Administration. Computers in Human Behavior, 27, 1875-1883. https://doi.org/10.1016/j.chb.2011.04.011
Cook, D. A., & Artino Jr, A. R. (2016). Motivation to Learn: An Overview of Contemporary Theories. Medical education, 50(10), 997-1014.
Garris, C. P., & Fleck, B. (2022). Student evaluations of transitioned-online courses during the COVID-19 pandemic. Scholarship of Teaching and Learning in Psychology, 8(2), 119.
Gulikers, J. T., Bastiaens, T. J., & Martens, R. L. (2005). The Surplus Value of an Authentic Learning Environment. Computers in Human Behavior, 21(3), 509-521.
Jackson,S.L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Keller, J. M. (1987). Strategies for stimulating the motivation to learn. Performance and instruction, 26(8), 1-7
Li, K., & Keller, J. M. (2018). Use of the ARCS model in education: A literature review. Computers & Education, 122, 54-62.
Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: recent research and its implications for psychiatry. World psychiatry, 15(2), 103-111.
Maslach, C., & Schaufeli, W. B. (2018). Historical and Conceptual Development of Burnout. In Professional burnout: Recent developments in theory and research (pp. 1-16). CRC Press.
Olwage, D., & Mostert, K. (2014). Predictors of Student Burnout and Engagement Among University Students. Journal of Psychology in Africa, 24(4), 342-350
PAAS, F., Tuovinen, J. E., Van Merrienboer, J. J., & Darabi, A. (2005). A motivational Perspective on The Relation between Mental Effort and Performance: Optimizing Learner Involvement in Instruction. Educational technology research and development, 53, 25-34.
Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and Continuance Intention towards Online Instruction among Teachers during the COVID-19 Pandemic: The Mediating Effect Of Burnout And Technostress. International Journal of Environmental Research and Public Health, 17(21), 8002.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and Self-Regulated Learning Components Of Classroom Academic Performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33.
Rahmat, N. H. (2022) Motives to learn English as Foreign Language: AN Analysis from Vroom’s Theory, International Journal of Academic Research in Business and Social Sciences, Vol 12(4), pp 1539-1548. http://dx.doi.org/10.6007/IJARBSS/v12-i4/13150
Raiger, J. (2005). Applying a Cultural Lens to the Concept of Burnout. Journal of Transcultural Nursing, 16(1), 71-76.
Renninger, K. A., & Hidi, S. (2015). The Power of Interest for Motivation and Engagement. Routledge.
Roslan, N. S., Yusoff, M. S. B., Razak, A. A., Morgan, K. (2021) Burnout Prevalence and Its Associated Factors among Malaysian Healthcare Workers during COVID-19 Pandemic: An Embedded Mixed-Method Study. 2021 Jan 17; 9(1):90.doi:10.3390/healthcare9010090. PMID: 33477380; PMCID: PMC7829836.
Schiefele, U. (1991). Interest, Learning, and Motivation. Educational psychologist, 26(3-4), 299-323
Toubasi, A. A., Hasuneh, M. M., Al Karmi, J. S., Haddad, T. A., Kalbouneh, H. M. (2023) Burnout among University Students during Distance Learning Period Due to the COVID-19 Pandemic: A Cross Sectional Study at the University Of Jordan. Int J Psychiatry Med. 2023 May; 58(3):263-283. doi: 10.1177/00912174221107780. Epub 2022 Jun 14. PMID: 35699147; PMCID: PMC9198562
Vizoso, C., Arias-Gundin, O., & Rodriguez, C. (2019). Exploring Coping and Optimism As Predictors Of Academic Burnout And Performance Among University Students. Educational Psychology, 39(6), 768-783
Xu, R., Wang, Q., Chin, N. S., and Teo, E. W. (2021) Analysis of Learning Motivation and Burnout of Malaysian and Chinese College Students Majoring in Sports in an Educational Psychology Perspective. Front. Psychol. 12:691324. doi: 10.3389/fpsyg.2021.691324
Yu, W., Yang, S., Chen, M., Zhu, Y., Meng, Q., Yao, W., and Bu, J. (2022) School Psychological Environment and Learning Burnout in Medical Students: Mediating Roles of School Identity and Collective Self-Esteem. Front. Psychol. 13:851912. doi: 10.3389/fpsyg.2022.85191
In-Text Citation: (Mustafa et al., 2023)
To Cite this Article: Mustafa, N. A., Shaari, N., Othman, A., & Rahmat, N. H. (2023). Exploring The Influence of Learners’ Drive on Burnout: A Case Study on Uitm Foundation of Law Students. International Journal of Academic Research in Business and Social Sciences, 13(8), 1752– 1769.
Copyright: © 2023 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non0-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode