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The Relationship between Student Motivation and Academic
Burnout among Undergraduate Students in Malaysian Higher
Education
Mohd Zaid Mustafar, Mohd Khairul Nizam Mohd Aziz
*,
Abdul Qayuum Abd Razak, Muhammad Faidz
Mohd Fadzil
University Technology MARA,UiTM Alor Gajah, 78000 Alor Gajah, Melaka, Malaysia
*
Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0634
Received: 15 October 2025; Accepted: 23 October 2025; Published: 11 November 2025
ABSTRACT
Academic motivation and burnout are critical issues that directly influence student learning and well-being in
higher education. Motivation has been identified as a central factor that sustains persistence and academic
success, whereas burnout, reflected in exhaustion and disengagement, undermines learning outcomes. This
study examines the relationship between motivation and academic burnout among undergraduate students in
Malaysian higher education institutions. Using a cross-sectional design, data were collected from 664
undergraduates through a structured questionnaire that measured five motivation dimensions (intrinsic,
extrinsic, task value, self-efficacy, and control beliefs) and two burnout dimensions (exhaustion and
disengagement). Descriptive analyses showed that students reported moderately high motivation (M=3.99,
SD=0.62), particularly extrinsic motivation (M=4.35), alongside moderate levels of burnout, with higher
exhaustion (M=3.07) compared to disengagement (M=2.97). Pearson’s correlation analysis revealed a
significant negative relationship between motivation and burnout, r(661)=−.29, p<.001. In particular, self-
efficacy and task value were most strongly associated with lower exhaustion. These findings suggest that
fostering student motivation, especially intrinsic factors and self-efficacy, is essential in reducing burnout and
enhancing resilience in higher education. The study contributes to the literature on student development in the
Malaysian context and offers practical implications for academic support and student well-being initiatives.
Keywords: student motivation, academic burnout, exhaustion, disengagement, undergraduates, Malaysian
higher education
INTRODUCTION
Academic motivation and burnout have emerged as two central constructs in the field of higher education
research. Motivation is generally defined as the internal and external forces that initiate, direct, and sustain
students’ learning behaviours (Pintrich & De Groot, 1990). It plays a critical role in determining how students
engage with academic tasks, persevere in the face of challenges, and ultimately achieve success. In contrast,
burnout, originally studied in occupational psychology, has been increasingly applied to student populations as
a syndrome of chronic stress characterised by emotional exhaustion, disengagement, and a reduced sense of
accomplishment (Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002). When students experience burnout,
they are less likely to be engaged, more likely to avoid learning tasks, and at greater risk of attrition.
Understanding the relationship between these two constructs is vital, as motivation sustains students’ resilience
while burnout erodes it.
The global literature demonstrates consistent concern over the prevalence of burnout among university
students. Meta-analyses and cross-national studies indicate that between 30–50 per cent of students report
symptoms of exhaustion and disengagement during their studies (Salmela-Aro & Upadyaya, 2014). More
recent studies highlight that the COVID-19 pandemic and its aftermath exacerbated stress and disengagement,
raising questions about students’ ability to maintain motivation in disrupted learning environments (Chong,
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2025). At the same time, the role of motivation has been underscored in protecting against burnout. Xu et al.
(2021), for example, found that both intrinsic and extrinsic motivation negatively predicted burnout among
Malaysian and Chinese undergraduates, supporting the demands–resources model, where personal resources
such as motivation mitigate the effects of academic stress.
Within the Southeast Asian and Nusantara context, concerns about student motivation and burnout have gained
attention, particularly given the region’s rapid expansion of higher education and the increasing academic
demands placed on undergraduates. In Malaysia, for instance, studies have reported rising levels of
psychological distress, anxiety, and burnout among university students, often linked to academic workload,
competitive grading, and transition challenges from secondary to tertiary education (Roslan, Ahmad, Nabilla,
& Ghiami, 2017). Similar concerns are echoed in neighbouring countries such as Indonesia, where student
burnout has been connected to reduced academic performance and well-being (Sajodin, Maulid, & Rahmawati,
2025). These findings suggest that while students in the region demonstrate resilience, systemic pressures
place them at risk of disengagement if motivation is not adequately nurtured.
Motivation itself is a multidimensional construct that encompasses both internal and external drivers. Pintrich
and De Groot (1990) identified five components: intrinsic motivation, extrinsic motivation, task value, self-
efficacy, and control beliefs. Intrinsic motivation reflects the enjoyment and interest in learning for its own
sake, while extrinsic motivation relates to rewards such as grades and recognition. Task value refers to the
perceived importance and utility of learning materials, self-efficacy reflects students’ confidence in their
academic ability, and control beliefs concern the extent to which students perceive their efforts as influencing
outcomes. Each of these components has been shown to relate differently to burnout. For instance, self-
efficacy has consistently emerged as one of the strongest protective factors against exhaustion, as students with
higher confidence are less likely to feel overwhelmed by academic demands (Kim, Lee, Kim, & Lee, 2015).
Burnout, on the other hand, has been operationalised among students primarily through two dimensions:
exhaustion and disengagement (Campos, Zucoloto, Bonafé, Jordani, & Maroco, 2011). Exhaustion reflects the
depletion of emotional and physical energy due to academic demands, whereas disengagement captures a
cynical or detached attitude towards studies. Research suggests that exhaustion is more directly linked to
workload and stress, while disengagement may result from a lack of perceived relevance or value in learning
tasks. Thus, investigating how different dimensions of motivation relate to exhaustion and disengagement can
provide nuanced insights into how burnout develops in student populations.
Despite the growing literature, there remains a need to contextualise the motivation–burnout relationship
within Malaysian higher education. Much of the global research has been conducted in Western settings, where
cultural expectations, learning environments, and coping strategies differ significantly from those in the
Nusantara region. In Malaysia, education is often viewed not only as a pathway to individual advancement but
also as a responsibility towards family and society. These socio-cultural expectations may intensify extrinsic
forms of motivation, while potentially influencing how students cope with stress and burnout. The interplay
between cultural values, motivational drivers, and academic challenges underscores the importance of
examining the motivation–burnout relationship in this specific context.
Accordingly, the present study seeks to achieve two main objectives: (1) to assess the levels of motivation and
burnout among undergraduate students, and (2) to examine the relationship between student motivation
(intrinsic, extrinsic, task value, self-efficacy, and control beliefs) and academic burnout (exhaustion and
disengagement). By focusing on Malaysian higher education undergraduates, this study contributes to the
broader literature on student development in the Nusantara region while addressing a pressing concern for
universities: how to foster motivation as a protective factor against burnout. In doing so, the study aims to
inform policy and practice by highlighting strategies that can enhance student engagement, reduce burnout,
and promote resilience in higher education.
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LITERATURE REVIEW
Academic Motivation in Higher Education
Academic motivation is a critical construct in educational psychology because it explains why students engage
in learning tasks and how they persist in the face of challenges. Pintrich and De Groot (1990) conceptualised
motivation as comprising intrinsic goal orientation, extrinsic goal orientation, task value, self-efficacy, and
control beliefs. Intrinsic motivation reflects learning driven by curiosity and interest, while extrinsic
motivation relates to external outcomes such as grades, recognition, or future career prospects. Task value
refers to the perceived usefulness of learning tasks, self-efficacy indicates students’ confidence in their
abilities, and control beliefs capture their perceptions of whether effort leads to success. Studies consistently
show that motivated students are more engaged, employ deeper learning strategies, and perform better
academically (Schunk, Pintrich, & Meece, 2014).
Recent research continues to highlight the importance of motivation in sustaining students’ resilience. Xu et al.
(2021) reported that motivation was negatively correlated with burnout among Malaysian and Chinese
undergraduates, indicating that highly motivated students are less likely to suffer from exhaustion and
disengagement. Similarly, Nazri, Rahman, and Shafie (2023) found that motivation to learn significantly
buffered the effects of academic stress among Malaysian students. These findings reinforce the view that
motivation functions as a personal resource within the demands–resources framework of academic
engagement.
Academic Burnout among Undergraduates
Burnout was originally introduced in occupational psychology but has been extended to student populations as
a form of academic distress. It is typically characterised by exhaustion (feeling drained from study demands)
and disengagement (developing negative attitudes towards learning) (Schaufeli et al., 2002). Campos et al.
(2011) validated the measurement of student burnout using these two core dimensions, which have since been
widely applied in educational settings. Burnout has been linked to decreased academic performance,
psychological distress, and increased risk of dropout (Roslan, Ahmad, Nabilla, & Ghiami, 2017).
In Malaysia, research has documented rising levels of academic burnout, particularly among health sciences
and professional degree students where workloads are intense (Roslan et al., 2017). Sajodin, Maulid, and
Rahmawati (2025) reported similar patterns in Indonesian universities, where burnout was significantly related
to reduced resilience and well-being. Chong (2025) further emphasised that post-pandemic stressors, such as
online learning fatigue, have amplified the risk of burnout among undergraduates in Southeast Asia.
Collectively, these studies demonstrate that burnout is a prevalent challenge across diverse higher education
contexts in the region.
Linking Motivation and Burnout
Theoretical models such as the Job Demands–Resources (JD-R) model and the demands–resources model of
engagement (Salmela-Aro & Upadyaya, 2014) provide a useful lens for understanding the interplay between
motivation and burnout. Motivation serves as a personal resource that helps students cope with academic
demands, thereby reducing the likelihood of burnout. Empirical studies confirm that students with higher
intrinsic motivation and task value are more likely to remain engaged, while those with higher self-efficacy
report lower exhaustion (Kim, Lee, Kim, & Lee, 2015). Conversely, lack of motivation has been associated
with higher burnout, especially disengagement, where students perceive limited meaning or value in their
studies (Schaufeli et al., 2002).
Recent evidence from the Nusantara region supports this relationship. Xu et al. (2021) found that motivation
was a significant negative predictor of burnout among Malaysian and Chinese undergraduates. Likewise, Nazri
et al. (2023) highlighted that motivated learners demonstrated greater persistence and resilience, which reduced
their vulnerability to exhaustion. These findings suggest that interventions that strengthen motivation—
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particularly intrinsic drivers and self-efficacy—may play a critical role in preventing burnout in higher
education contexts.
Research Gap
Although the literature establishes a strong theoretical and empirical basis for the link between motivation and
burnout, several gaps remain. First, much of the evidence comes from Western settings, with relatively fewer
studies focusing on Southeast Asia. Second, there is limited research that simultaneously assesses multiple
dimensions of motivation (intrinsic, extrinsic, task value, self-efficacy, and control beliefs) in relation to both
dimensions of burnout (exhaustion and disengagement). Finally, few studies have examined this relationship in
the broader Malaysian higher education context, where cultural values, family expectations, and systemic
academic pressures may shape both motivation and burnout in unique ways.
Accordingly, this study addresses these gaps by examining the levels of motivation and burnout among
Malaysian undergraduates and by testing the correlations between different dimensions of motivation and
burnout. The study aims to provide nuanced insights into how motivation can serve as a protective factor
against academic burnout, thereby contributing to the literature on student well-being and resilience in the
Nusantara context.
METHODOLOGY
Research Design
This study employed a quantitative cross-sectional survey design to investigate the relationship between
student motivation and academic burnout among undergraduates in Malaysian higher education. The design
was chosen because it enables the simultaneous measurement of multiple psychological constructs and the
assessment of their associations at a single point in time (Creswell & Creswell, 2018).
Participants
The participants consisted of 664 undergraduate students recruited using convenience sampling from various
faculties, including Business and Management, Accountancy, Social Sciences, Communication and Media
Studies, Computer and Mathematical Sciences, Hotel and Tourism Management, Art and Design, and Islamic
Studies. The majority of students were aged between 18 and 24 years, and both Diploma and Bachelor’s
degree students were represented. Participation was voluntary, and informed consent was obtained
electronically prior to survey completion. Students were assured of anonymity and confidentiality throughout
the research process.
Instruments
The survey instrument consisted of two validated scales measuring academic motivation and academic
burnout, in addition to demographic questions. Academic Motivation was measured using items adapted from
Pintrich and De Groot’s (1990) Motivated Strategies for Learning Questionnaire (MSLQ). Five dimensions
were assessed: intrinsic motivation, extrinsic motivation, task value, self-efficacy, and control beliefs. Each
item was rated on a five-point Likert scale ranging from 1 (Never) to 5 (Always). Example items include “I
prefer course materials that arouse my curiosity, even if they are difficult to learn” (intrinsic motivation) and
“Getting a good grade is the most satisfying thing for me” (extrinsic motivation).
Academic Burnout was measured using 16 items adapted from Campos, Zucoloto, Bonafé, Jordani, and
Maroco (2011). This instrument comprises two dimensions: exhaustion (8 items) and disengagement (8 items).
Items such as “During classes, I often feel emotionally drained” (exhaustion) and “Lately, I tend to think less
during classes and attend almost mechanically” (disengagement) were included. A five-point Likert scale from
1 (Never) to 5 (Always) was applied. Several positively worded items were reverse-coded to maintain
consistency in measurement.
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Procedure
The questionnaire was administered online via Google Forms between February and March 2023. Students
accessed the survey link distributed through course coordinators and student networks. Prior to data collection,
respondents were informed of the purpose of the study, the voluntary nature of their participation, and their
right to withdraw at any time. Data screening was conducted to remove incomplete responses and to apply
reverse-coding where required.
Data Analysis
Data were analysed using IBM SPSS Statistics (Version 27). The analysis proceeded in several stages:
1. Descriptive Statistics (mean, standard deviation, minimum, maximum) were calculated for each
motivation and burnout dimension.
2. Reliability Analysis was conducted using Cronbach’s alpha to assess the internal consistency of the
subscales. Values above 0.70 were considered acceptable (Nunnally & Bernstein, 1994).
3. Correlation Analysis was performed using Pearson’s product-moment correlation coefficients to
examine the associations between motivation and burnout dimensions.
4. The level of significance was set at p < .05 for all analyses.
Ethical Considerations
The study adhered to ethical standards for research involving human participants. Informed consent was
obtained electronically from all respondents. Data collection procedures complied with the principles of
confidentiality, anonymity, and voluntary participation. Ethical approval was granted by the institutional
review board of University Teknologi MARA (UiTM).
RESULTS
Descriptive Statistics
Descriptive statistics were computed to assess the levels of academic motivation and burnout among
undergraduate students. As presented in Table 1, students reported moderately high levels of motivation across
all dimensions. Extrinsic motivation had the highest mean (M = 4.35, SD = 0.67), followed by control beliefs
(M = 4.16, SD = 0.66), task value (M = 4.00, SD = 0.59), intrinsic motivation (M = 3.74, SD = 0.64), and self-
efficacy (M = 3.68, SD = 0.69). These findings suggest that students were strongly driven by both external and
internal factors, though external rewards and perceived control were slightly more influential.
For burnout, students reported moderate levels overall, with exhaustion (M = 3.07, SD = 0.41) slightly higher
than disengagement (M = 2.97, SD = 0.36). This indicates that while students occasionally felt drained, they
were not severely detached from their academic tasks.
Table 1. Descriptive Statistics for Motivation and Burnout Dimensions (N = 664)
Construct
M
SD
Min
Max
Intrinsic Motivation
3.74
0.64
1.00
5.00
Extrinsic Motivation
4.35
0.67
1.00
5.00
Task Value Beliefs
4.00
0.59
1.20
5.00
Self-Efficacy
3.68
0.69
1.00
5.00
Control Beliefs
4.16
0.66
1.00
5.00
Exhaustion
3.07
0.41
1.62
4.75
Disengagement
2.97
0.36
1.50
4.38
Note. Scale range = 1–5; higher scores indicate higher levels of each construct.
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As shown in Table 1, students reported relatively high levels of motivation, with extrinsic motivation emerging
as the strongest driver, followed closely by control beliefs and task value. Intrinsic motivation and self-efficacy
were moderately high, suggesting that students were not only driven by external rewards but also by
confidence in their abilities and the perceived importance of learning tasks. In terms of burnout, exhaustion
was slightly higher than disengagement, indicating that students were more likely to feel tired and strained
rather than emotionally detached from their studies. These results reflect a student population that is generally
motivated but still experiences moderate strain from academic demands.
Reliability Analysis
Cronbach’s alpha values indicated that the motivation subscales had acceptable-to-excellent reliability:
intrinsic (α = .81), extrinsic (α = .81), task value (α = .87), self-efficacy (α = .92), and control beliefs (α = .78).
Test anxiety, which was not the primary focus here, also showed strong reliability (α = .87). However, the
burnout subscales were weaker: exhaustion (α = .52) and disengagement (α = .39). These low reliability scores
suggest that burnout findings should be interpreted with caution and may benefit from scale refinement in
future studies.
Correlation Analysis
Pearson’s correlation coefficients were computed to examine the relationship between student motivation and
burnout. As shown in Table 2, overall motivation was negatively correlated with overall burnout (r(661) =
−.29, p < .001). At the subscale level, self-efficacy had the strongest negative relationship with exhaustion (r =
−.32, p < .001), followed by task value (r = −.27, p < .001) and intrinsic motivation (r = −.24, p < .001).
Extrinsic motivation and control beliefs were also negatively correlated with burnout, though to a smaller
degree.
Table 2. Pearson’s Correlations between Motivation and Burnout Dimensions (N = 664)
Exhaustion
Disengagement
Burnout (overall)
−.24***
−.18***
−.22***
−.15***
−.12**
−.14***
−.27***
−.20***
−.25***
−.32***
−.26***
−.30***
−.19***
−.16***
−.18***
−.29***
−.23***
−.29***
Note. p < .01**, *p < .001. Negative correlations indicate that higher motivation is associated with lower
burnout.
Table 2 demonstrates that motivation was significantly and negatively associated with burnout. In particular,
self-efficacy showed the strongest negative correlations with both exhaustion and disengagement, highlighting
its protective role against academic strain. Task value and intrinsic motivation were also strongly linked to
lower burnout, suggesting that when students find meaning and enjoyment in their studies, they are less likely
to experience exhaustion and detachment. Although extrinsic motivation and control beliefs also correlated
negatively with burnout, their effects were weaker compared to intrinsic factors. These findings underscore the
importance of strengthening internal motivation and self-belief to reduce the risk of academic burnout.
DISCUSSION
The findings of this study confirm that academic motivation plays a critical role in protecting undergraduates
from academic burnout. Correlation analyses showed that overall motivation was negatively associated with
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burnout, indicating that students who are more motivated are less likely to experience exhaustion and
disengagement. This result aligns with the study’s hypothesis and reinforces the theoretical expectation that
motivation functions as a personal resource that buffers against stress in higher education (Salmela-Aro &
Upadyaya, 2014).
When examining the dimensions of motivation, self-efficacy emerged as the most important protective factor,
showing the strongest negative correlations with both exhaustion and disengagement. This suggests that
students who are confident in their academic abilities are better equipped to manage study demands and avoid
emotional fatigue. Task value and intrinsic motivation were also negatively associated with burnout,
highlighting that students who perceive their studies as meaningful and engaging are less likely to detach from
academic tasks. Although extrinsic motivation and control beliefs were significant, their associations with
burnout were weaker, suggesting that while external rewards and perceived effort-outcome beliefs can reduce
strain, they are less powerful than internal drivers.
These findings are consistent with prior research in Malaysia and the broader Southeast Asian context. Xu et
al. (2021) reported similar negative associations between motivation and burnout among Malaysian and
Chinese undergraduates, while Nazri, Rahman, and Shafie (2023) found that motivation significantly
moderated the effects of academic stress on student learning outcomes. In addition, Kim et al. (2015)
highlighted the protective role of self-efficacy against long-term burnout among Korean students. Taken
together, these studies affirm the robustness of the motivation–burnout relationship across cultural contexts.
Theoretically, this study contributes to the literature by extending the demands–resources model to Malaysian
higher education, showing that motivation acts as a crucial personal resource that can mitigate the negative
effects of academic demands. Practically, the results suggest that higher education institutions should prioritise
strategies that enhance intrinsic motivation, task value, and self-efficacy. Interventions such as mentoring,
mastery-oriented feedback, and curriculum design that emphasises the relevance of learning to students’ goals
may strengthen these dimensions. Additionally, workshops or counselling that build confidence and self-
regulation skills could help students develop resilience against burnout.
Despite these contributions, some limitations must be acknowledged. First, the burnout subscales showed
relatively low internal consistency, particularly disengagement (α = .39), which limits the robustness of
conclusions and suggests the need for improved measurement tools. Second, the cross-sectional design
restricts causal inference; longitudinal studies are needed to examine how motivation and burnout influence
each other over time. Third, the reliance on self-reported data raises the possibility of social desirability bias.
Future research should adopt mixed-method approaches, incorporating qualitative interviews to capture the
lived experiences of students, and compare results across different institutions (public vs. private) and cultural
settings within the Nusantara region.
CONCLUSION AND SUGGESTIONS
The present study provides clear evidence that academic motivation is a vital resource in protecting students
from the detrimental effects of academic burnout. Using a large sample of undergraduates, the findings
revealed that motivation was moderately high among students, while burnout was present at moderate levels,
particularly in the form of exhaustion rather than disengagement. The negative associations between
motivation and burnout confirm that motivated students are more resilient, experience less fatigue, and are less
likely to detach from their studies. Among the dimensions of motivation, self-efficacy emerged as the strongest
protective factor, followed by task value and intrinsic motivation, indicating that students who are confident in
their abilities and who value their academic work are less susceptible to academic strain. These results not only
reinforce the demands–resources framework but also highlight the multidimensional nature of motivation in
influencing student well-being.
From a theoretical perspective, this study extends the literature by situating the motivation–burnout
relationship in the Malaysian higher education context. Much of the existing research has focused on Western
populations, yet this study demonstrates that the protective role of motivation is equally relevant in Southeast
Asian and Nusantara settings, where cultural values and family expectations strongly shape student learning.
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By showing that intrinsic and task-related aspects of motivation are more effective in buffering against burnout
than extrinsic drivers, the study adds nuance to motivational theory and underscores the importance of personal
meaning and self-belief in sustaining academic engagement.
Practically, the findings point to several recommendations for higher education institutions. Universities
should design interventions that not only reward academic performance but also nurture intrinsic interest and
personal growth. Teaching and curriculum strategies could emphasise the relevance of course materials to
students’ future goals and societal contributions, thereby strengthening task value. Academic support
programmes and workshops can be developed to enhance self-efficacy, equipping students with study skills,
self-regulation techniques, and mastery-oriented feedback that bolster confidence in learning. Furthermore,
counselling services should integrate stress management and resilience-building components, ensuring that
students have both the psychological and academic resources needed to cope with challenges. Given that
burnout was most pronounced in the form of exhaustion, specific initiatives such as workload management,
time management training, and balanced scheduling may be particularly effective in reducing fatigue.
Nevertheless, the study is not without limitations. The low reliability of the burnout subscales indicates that
measurement tools may need refinement, especially to capture disengagement more accurately in local
contexts. The cross-sectional design also restricts causal inference; it remains unclear whether high motivation
reduces burnout or whether low burnout enhances motivation. Future research should therefore employ
longitudinal or experimental designs to establish causality. Qualitative studies could further enrich
understanding by exploring students’ lived experiences of motivation and burnout, providing deeper insights
into cultural and institutional factors that shape these dynamics. Comparative studies across different
institutions—public versus private, urban versus rural, and Malaysia versus other Nusantara countries—would
also broaden the scope and relevance of findings.
In sum, this study highlights the crucial role of motivation in safeguarding student well-being and academic
persistence. By strengthening self-efficacy, task value, and intrinsic interest, higher education institutions can
help students develop resilience against academic burnout. Such efforts will not only improve academic
outcomes but also contribute to the holistic development of students as capable, confident, and purpose-driven
individuals in Malaysian higher education and beyond.
Declaration of Generative AI Use
The authors acknowledge that generative artificial intelligence (AI) tools (ChatGPT, developed by OpenAI)
were used to support certain stages of manuscript preparation, including language refinement, rephrasing of
sentences, and assistance in improving structure and formatting. The use of AI was limited to editorial support
and did not involve generating research data, performing analyses, or drawing conclusions. All study design,
data collection, analysis, interpretation, and the intellectual content of the manuscript are the sole responsibility
of the authors. The authors have carefully reviewed and verified all AI-assisted outputs to ensure accuracy and
academic integrity.
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