This study delves into the intricate interplay between motivating and demotivating factors in the context of learning. Education and skill acquisition are influenced by a myriad of factors that either inspire or hinder learners’ engagement and progress. To gain a comprehensive understanding of the learning process, it is crucial to examine both factors and explore the relationships between these factors. This paper synthesizes existing research and theories to shed light on how motivating and demotivating factors are interconnected and how they contribute to learners’ experiences of burnout. This study adopted a quantitative method survey involving 183 respondents from technical and non-technical courses in a public university in Malaysia. The instrument consists of three sections namely demographic with 3 items, followed by motivation with 24 items and demotivation section with 16 items. Through the quantitative analysis and the conceptual framework, this paper highlights instances where motivating and demotivating factors interact, potentially exacerbating burnout. The analysis of the correlation coefficient (r=.525**) and p-value(p=.000) reveals a significant and strong positive relationship between motivation and demotivation factors in learning. The study’s outcomes provide evidence that learners’ motivation and demotivation factors are not mutually exclusive but are interconnected in a way that warrants careful consideration.
Ahmad, C. (2021). What Makes Our Students Demotivated in Learning?. Indonesian Journal of Educational Research and Technology,1(2),51-56.https://doi.org/10.17509/ijert.v1i2.33409
Ali, M. and Pathan, Z. (2017). Exploring Factors Causing Demotivation and Motivation in Learning English Language Among College Students of Quetta, Pakistan. International Journal of English Linguistics, 7(2), 81. https://doi.org/10.5539/ijel.v7n2p81
Ames, C. (1992). Classrooms: Goals, Structures and Student Motivation. Journal of Educational Psychology, 84(3), 261-271. https://doi.org/10.1037/0022-0663.84.3.261
Arif, N. M. N. A., Roslan, N. S., Ismail, S. B., Nayak, R. D., Jamian, M. R., Mohamad Ali Roshidi, A. S., ... & Shaharudin Basri, M. F. (2021). Prevalence and associated factors of psychological distress and burnout among medical students: findings from two campuses. International journal of environmental research and public health, 18(16), 8446.
Borah, M.(2021). Motivation in Learning. Journal of Critical Reviews ISSN- 2394-5125 Vol 8, Issue 02, 2021. Retrieved from
https://www.jcreview.com/admin/Uploads/Files/61c1acf9cfb5a1.40236533.pdf
Campos, J.A.D.B., Zucoloto, M.L., Bonafé, F.S.S., Jordani, P.C. and Maroco, J. (2011) Reliability and Validity of Self-Reported Burnout in College Students: A Cross Randomized Comparison of Paper-and-Pencil vs. Online Administration. Computers in Human Behavior, 27, 1875-1883. https://doi.org/10.1016/j.chb.2011.04.011
Corner, S., Lofstrom, E., & Pyhalto, K. (2017). THE RELATIONSHIPS BETWEEN DOCTORAL STUDENTS’ PERCEPTIONS OF SUPERVISION AND BURNOUT. International Journal of Doctoral Studies, 12, 91–106. https://www.informingscience.org/Publications/3754
Deci, E., and Ryan, R. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer. https://doi.org/10.1007/978-1-4899-2271-7
EL-Taro, E., and Aryani, M. (2022). The Analysis of Parental Participation in Improving Children's Learning Motivation During the Covid-19 Pandemic. Journal of Mathematics and Mathematics Education, 12(2). https://doi.org/10.20961/jmme.v12i2.64422
Estrada-Araoz, E. G., Paredes-Valverde, Y., Quispe-Herrera, R., Larico-Uchamaco, G. R., & Paricahua-Peralta, J. N. (2023). Examining the Relationship Between Academic Burnout and the University Student’S Engagement: a Cross-Sectional Study on the Return To Face-To-Face Classes. Journal of Law and Sustainable Development, 11(2), 1–25. https://doi.org/10.55908/sdgs.v11i2.424
Husniyah, A. (2019). Investigating Demotivational Factors in Indonesian EFL Classrooms: The Case of Madrasa Students. Studies in English Language and Education, 6(1), 44-60. https://doi.org/10.24815/siele.v6i1.12210
Jackson, S. L. (2015) Research methods and Statistics-A Critical Thinking Approach (5th Edition) Boston, USA:: Cengage Learning.
Kaggwa, M. M., Kajjimu, J., Sserunkuma, J., Najjuka, S. M., Atim, L. M., Olum, R., Tagg, A., & Bongomin, F. (2021). Prevalence of burnout among university students in low- And middle-income countries: A systematic review and meta-analysis. PLoS ONE, 16(8 August), 1–21. https://doi.org/10.1371/journal.pone.0256402
Liu, X. (2023). Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset. Frontiers in Psychology, 14(May), 1–11. https://doi.org/10.3389/fpsyg.2023.1166408
Liu, Z., Xie, Y., Sun, Z., Liu, D., Yin, H., & Shi, L. (2023). Factors associated with academic burnout and its prevalence among university students: a cross-sectional study. BMC Medical Education, 23(1), 1–13. https://doi.org/10.1186/s12909-023-04316-y
March-Amengual, J. M., Cambra Badii, I., Casas-Baroy, J. C., Altarriba, C., Comella Company, A., Pujol-Farriols, R., ... & Comella Cayuela, A. (2022). Psychological distress, burnout, and academic performance in first year college students. International journal of environmental research and public health, 19(6), 3356.
Pawlak, M. (2017). Review of Demotivation in Second Language Acquisition: Insights from Japan; Author: Keita Kikuchi; Publisher: Multilingual Matters, 2015; ISBN: 9781138783093946; Pages: 162. Studies in Second Language Learning and Teaching, 7(4), 721-725. https://doi.org/10.14746/ssllt.2017.7.4.9
Pintrich, P. R., & De Groot E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. Retrieved from https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.33
Rahmat, N. H. (2019) AN Investigation of Self-Determination factors among Postgraduate Students. American Journal of Education and Learning, Vol 4(1), pp 135-146. Retrieved from http://dx.doi.org/10.20448/804.4.1.135.146
Ridha, N. and Muassomah, N. (2022). Internalization of Learning Motivation in Literary Text-Based Qiraah Learning. Waraqat Jurnal Ilmu-Ilmu Keislaman, 7(1), 75-85. https://doi.org/10.51590/waraqat.v7i1.313
Saaidin, N. (2020). The Influence Between Metacognition Practice, Students’ Learning Commitment and Academic Achievement of Matriculation Students in Physics. International Journal of Academic Research in Business and Social Sciences, 10(3). https://doi.org/10.6007/ijarbss/v10-i3/7351
Saatila, N., Isa, M., Akma Mansor, N., Zamri, N., & Rahman, L. A. (2021). Measuring Perceived Stress and Burnout Level among Undergraduates during ODL Sessions in UiTM Tapah. Insight Journal, 8(3), 26–47.
Takase, M., Niitani, M., Imai, T., & Okada, M. (2019). Students' perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice. International journal of nursing sciences, 6(4), 414–420. https://doi.org/10.1016/j.ijnss.2019.08.001
Tee, K. R., Ismail, A. S., Ang, Y. H., Hishamuddin, H. H., Paul, V. J., Aizuddin, A. N., & Zaini, I. Z. (2022). Prevalence of Anxiety and Burnout, and Coping Mechanisms among Clinical Year Medical Undergraduate Students in Universiti Kebangsaan Malaysia Amidst the COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19(20), 13010.
Tran, T. X., Vo, T. T. T., & Ho, C. (2023). From Academic Resilience to Academic Burnout among International University Students during the Post-COVID-19 New Normal: An Empirical Study in Taiwan. Behavioral Sciences, 13(3). https://doi.org/10.3390/bs13030206
Vallerand, R., Pelletier, L., Blais, M., Brière, N., Senécal, C., & Vallières, É. (1992). The Academic Motivation Scale: A Measure of Intrinsic, Extrinsic and Amotivation in Education. Educational and Psychological Measurement, 52(4), 1003-1017.
https://doi.org/10.1177/0013164492052004025
World Health Organization. (2019). Burn-out an “occupational phenomenon”: International Classification of Diseases. https://icd.who.int/browse11/l-m/en#/http://id.who.int/icd/entity/129180281
Wu, W., Wang, Y., & Huang, R. (2023). Teachers matter: Exploring the impact of perceived teacher affective support and teacher enjoyment on L2 learners’ grit and burnout. System, 117(June), 103096. https://doi.org/10.1016/j.system.2023.103096
Zolkapli, R. B. M., Kenali, S. F. M., Hadi, N. F. A., Basiron, M. K., Iqbal, M., Latif, M. N. L. A., & Rahmat, N. H. (2023). Exploring Motivation and Demotivation Factors for Learning Communication Skills. International Journal of Academic Research in Business & Social Sciences, 13(7), 1501 – 1520. http://dx.doi.org/10.6007/IJARBSS/v13-i7/17871
