This research paper investigates the intricate interplay between learners' motives and the phenomenon of burnout within university educational contexts. As education systems evolve, understanding the factors influencing learners' motivation and well-being is crucial to recognize to improve students' learning experiences and mitigating burnout. A higher level of burnout can lead to more absenteeism, less motivation to finish coursework, a higher number of dropouts, and ultimately a negative impact on student performance, satisfaction, and learning productivity. Thus, this study aims to explore the perceptions of learners on their motive for learning and burnout. The study employs a quantitative survey that involves 182 undergraduate students from computer science and mathematical backgrounds to explore the relationship between motives and burnout. The instrument consists of three main sections namely demographic, followed by burnout with 16 items, and motivation section with 24 items. The research reveals moderately significant correlations (r=.498** and p=.000) between the underlying motives for learning and susceptibility to burnout. The findings suggest learners are driven primarily by intrinsic goal orientation, value belief, self-efficacy, and belief in learning that motivates them extrinsically. These insights contribute to the development of positive motivation and mitigate burnout, fostering healthier and more sustainable learning experiences. In conclusion, this research enhances our understanding of the complex interactions between learners' motives and burnout, offering valuable implications for educators, policymakers, and practitioners striving to enhance the educational journey's quality and impact. Future research should investigate new intervention strategies that address the learners' motivations and coping mechanisms in order to effectively reduce their burnout and improve overall well-being.
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