Abstract
AbstractThis study aimed to identify academic burnout profiles and to examine how motivational styles distinguish burnout patterns using descriptive discriminant analysis. The data were collected from a total of 1,015 (95.8% response rate, 57.3% female) Korean high school students. The Distressed (entirely burned out) and Well‐Functioning (not burned out) groups were distinguished by amotivation, internal motivation, and identified regulation. The Struggling (burned out but do one's best to achieve) and Laissez‐Faire (not actively participating in their study and could not achieve) groups were classified according to introjected and external regulation. Practical implications are discussed in regards to the alleviation of academic burnout and the improvement of students’ self‐determination.
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