Motivation and burnout are critical factors that influence students’ academic performance and personal wellbeing, especially in hybrid learning environments that require more autonomy and adaptability. Understanding the relationship between these variables is imminent in ensuring the effectiveness of students’ learning environment. Motivation and burnout has been researched extensively in the literature; however, it is evident that with the implementation of hybrid learning in most institutions, the relationship between these factors within the context of hybrid learning remains underexplored. A quantitative study was conducted using a 5-Likert scale questionnaire distributed to a convenience sample of 75 Engineering students in a public university. The instrument assessed a number of motivational factors in addition to markers of exhaustion and disengagement. Overall, results suggest that students reported high levels of performance driven motivation with moderate signs of burnout and reduced engagement over time. The correlation analysis indicated a positive relationship between motivation levels and burnout indicators. The results reveal that while academic effort is driven by motivation, high performance-focused motivation may also be linked to a higher risk of burnout. Approaches that address psychological needs and encourage sustained involvement should be balanced with accomplishment goals in educational initiatives.
Hassan et al. (Wed,) studied this question.