Students tend to experience burnout when they are overburdened by pressures and stressful circumstances. Burnout can cause a negative impact on students' well-being as well as their academic performance if the student cannot handle it properly. Students’ motivation, on the other hand, is seen as the essential factor acting as a driving force behind learning and determining students’ performance. Motivation will not mean much if the students do not have the motivation to perform at their best. Therefore, this study is carried out to explore the perception of learners on their use of learning strategies. The method used in this study was quantitative using a questionnaire as the main instrument. A set of questionnaires are designed to gain primary data which is divided into three sections: demographic profile, learners' drive, and burnout. A total of 113 respondents from second-semester foundation of law students participated in the survey. The data were then collected and analysed using the software Statistical Package for Social Science (SPSS). The findings reveal that there is a moderately positive relationship between learners’ drive and burnout. This indicates that even though the student experiences burnout, the desire to succeed drives learners' motivation and they will work harder to achieve the goal. Students' burnout can be minimised by boosting their interest in learning. Thus, this study has some important implications to prevent future academic burnout and contribute to the betterment of student learning and academic performance among UiTM foundation law students.
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