ISSN: 2222-6990
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Being motivated and experiencing burnout during studies are fairly common. Even with advanced educational structure, universally learners depend on their motivation to achieve their academic objectives while undergoing burnout simultaneously. Thus, this study aims to investigate how students perceive motivation and burnout especially among learners who are learning French as a foreign language and if there is a relationship between these two components. A purposive sample of 125 participants from a public university in Malaysia responded to a quantitative study that is done to explore these factors. Adapted from Pintrich and DeGroot (1990); Campos et al (2011), this study used 5 Likert-scale survey as a research instrument in which the survey is divided into three sections. Sections include demographic profile, 24 items on motivation section and 16 items on burnout section. The study found that learners are driven by extrinsic motivation and task beliefs rather than intrinsic motivation. This study also found that the affective component of motivation’s section did not affect student’s motivation greatly. On the other hand, students are found to be visibly burnout throughout their lesson albeit rather insignificant. Furthermore, data analysed using SPSS showed that there is a moderate positive relationship between motivation and burnout. Hence, this research suggests that educators are required to plan an adequate course of study to maintain students’ healthy relationship between motivation and burnout. Seeking professional help to assist learners was suggested too.
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(Ismail et al., 2024)
Ismail, S., Isa, H. M., Amali, N. A. K., Zakaria, N. N. N., Othman, J., & Yazid, N. I. (2024). An Investigation of Motivational and Burnout Factors among Learners Learning French As A Foreign Language. International Journal of Academic Research in Business and Social Sciences, 14(2), 294–312.
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