ISSN: 2222-6990
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School burnout (or in this study, it refers to tertiary education) reflects a physical and emotional exhaustion faced by a student when he/she is juggling to balance everything (i.e. their studies, extra-curricular activities, etc.). Burnout seems to be related to students’ motivation in various dimensions. This study is conducted to determine the relationship between burnout and learners’ drive to learn, in terms of affective and expectancy components. The survey is using a cross-sectional way and it is a quantitative study. The data is collected via Google Form, in which it consists of five sections. 255 undergraduate students from the Faculty of Administrative Science and Policy Studies (FSPPP) in UiTM have responded to the questionnaire. It is found that students’ motivation is correlated with burnout, even though it is in an odd manner (i.e. extrinsic motivation is more powerful than intrinsic). Therefore, creative teaching and learning environments, plus adaptation of new technology might be useful to ensure that students’ motivational level can suppress their burnout.
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