Abstract
The purposes are to deepen the understanding of the correlation between learning motivation and learning burnout and thereby stimulate the learning motivation of college students. According to the theory of educational psychology, mechanism of learning motivation, and causes of learning burnout are analyzed. The learning motivation and learning burnout of college students majoring in sports are taken as the breakthrough point. The learning motivation and learning burnout situation of Chinese and Malaysian students majoring in sports are surveyed and compared through questionnaires. In addition, Chinese students majoring in sports are taken as examples to analyze the impact of learning motivation on learning burnout. The correlations between various dimensions are analyzed to determine the impact of learning motivation on learning burnout. The total learning motivation scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 122.3 ± 22.4 and 140.2 ± 23.6, respectively, and their average scores for each question are 3.60 and 4.07, respectively. The total learning burnout scores of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences are 58.2 ± 8.95 and 53.6 ± 7.34, respectively. The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese students. Compared with Malaysia, the learning burnout of college students majoring in sports in China is extra apparent, mainly exhibited in the two dimensions of depression and a low sense of achievement. The learning motivation and learning burnout of college students majoring in sports are negatively correlated; that is, the stronger the learning motivation, the weaker the learning burnout; on the contrary, the weaker the learning motivation, the more severe the learning burnout. In conclusion, learning burnout of college students can be reduced by correcting and stimulating their learning motivation and improving their learning self-efficacy.
Highlights
The world is in a globalized development situation
Descriptive statistics are adopted to analyze the learning motivation of students from the Sport School of Zhengzhou University and the University of Malaya Centre for Sport and Exercise Sciences, thereby better understanding the learning motivation of Chinese and Malaysian college students majoring in sports
The learning motivation of Malaysian college students majoring in sports is slightly stronger than Chinese college students
Summary
The world is in a globalized development situation. Under the influence of such an international environment, all countries will encounter the problem of effectively improving the teaching effect of college students. Students have to acquire in-depth knowledge of various professional sports skills and undergo a psychological experience in the transforming process of the school to society (Vasconcellos et al, 2020). During their university lives, the psychology of students gradually matures, their enthusiasm for learning is continuously improved, and their dialectical thinking ability is increasingly enhanced. The unique feature of the university stage is that students begin to recognize and face employment pressure This factor will affect the physical and mental development of college students, and their learning motivation may gradually shift or disappear (Sparks et al, 2017; Bechter et al, 2018). When students are learning uninterested knowledge under a compulsory condition, the lack of positive motivation will make students feel bored with the behavior of learning; that is, the phenomenon of learning burnout appears
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