Abstract
In the present study, students' (n = 881) motives for attending university studies and study-related burnout were investigated in relation to their first-year academic achievement. The results showed that students' motives for attending university and study-related burnout at the outset of studies were connected to each other and to academic achievement at the end of the first study year. The results further showed that study-related burnout was associated with study credits. Furthermore, the results demonstrated that students' risk of study-related burnout varied. Those students who reported a lower risk for study-related burnout more often emphasised a personal-intellectual motive, and they proceeded faster and were more successful in their first study year than students with obviously increased risk for study-related burnout. This study indicates that motives for attending university and study-related burnout should be considered when supporting the transition to university studies.
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