Exploring Motivation and Demotivation Factors for Learning

This study explored factors that influenced learners’ motivation and demotivation in learning by focusing on their relationship and interaction. Motivation was assessed using Pintrich and DeGroot’s (1990) framework, while burnout was measured via exhaustion and disengagement based on Campos et al.’s (2011) model. Intrinsic motivation was most strongly linked to students’ interest in understanding course content, whereas extrinsic motivation was mainly associated with achieving high grades and demonstrating academic performance to family and peers. Respondents acknowledged the usefulness and importance of the course materials and reported moderate confidence in their ability to succeed (self-efficacy). They also believed that consistent effort and appropriate study strategies would enable them to master the course content (control beliefs). While most students valued the subject matter, some reported concerns about performing worse than their peers, thus reflecting a moderate level of task-related anxiety. Findings indicated moderate to high physical and emotional fatigue caused by burnout, with many learners requiring extended recovery after classes. Some learners remained engaged due to their interest in learning and the ensuing challenges faced, while others participated mechanically and displayed detachment. Mean scores showed higher motivation than demotivation, suggesting general motivation despite persisting demotivational factors. The correlation analysis revealed a significant moderate positive relationship, thus highlighting the coexistence of motivational and demotivational influences. These findings underscore the need for interventions that enhance self-regulation, sustain engagement, and address demotivational triggers.

motivation in learning, demotivation factors, academic burnout, intrinsic and extrinsic motivation

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