The Effects of Internal and External Motivation on Chinese Language Learners' Learning Burnout - A Case Study of Two Universities in Bangkok, Thailand

Abstract

The purpose of this study is to investigate the relationship between Learning Burnout and Internal and External Learning Motivation. Specifically, it will examine the relationship between Learning Burnout and Learning Motivation among Chinese College and University students in Thailand and confirm the impact of both Internal and External Learning Motivation on Learning Burnout. Data from two representative Chinese college students at Thai institutions was gathered for this study using the intention sample approach and online surveys; 240 valid questionnaires were obtained. The findings of this study, which was statistically examined using SPSS26.0, were as follows: (1) Learning Motivation positively affects Learning Burnout; (2) Among Chinese college students at Thai universities, Internal Motivation significantly inversely correlates with Learning Burnout; (3) Among Chinese college students at Thai universities, there is a strong negative correlation between External Motivation and Learning Burnout; (4) Internal Motivation has a greater effect on Learning Burnout than External Motivation (Beta=-0.262, p<0.05). External Motivation is less important than Learning Burnout (Beta=-0.262, p<0.05).
    This study has significant implications for raising educational standards and Learning effectiveness in addition to offering theoretical justification for the practice of teaching Chinese. The study's findings can serve as a guide for the creation of relevant educational regulations and assist teachers in better managing students through Learning Motivation, which will lessen Burnout that arises during the Chinese language Learning process.