English Learning Motivation and Burnout among Chinese Senior High School Students: A Self-Determination Theory Perspective

Abstract

Background: Given the growing significance of language learners’ psychological well‑being, English learning burnout has garnered increasing research attention due to its detrimental effects on learning outcomes. Previous studies have explored predictors of burnout, with English learning motivation receiving particular attention as an influence. However, the associations between motivational subtypes and burnout within self-determination theory remain underexplored.   Aims: This study aims to examine the levels of Chinese senior high school students’ English learning burnout and motivation, and their gender and grade differences, and to test the relationships between motivational subtypes and two burnout components (exhaustion and demotivation). Methods: The English Learning Burnout Scale and the English Learning Motivation Scale were administered to 599 students from a rural public high school in Jiangsu Province, China. Data were analyzed using SPSS 27.0 and Mplus 8.3, with descriptive statistics, independent samples t-tests, one-way ANOVA, and structural equation modeling. Results: Results showed overall low burnout and moderate motivation; Grade 2 students scored highest in burnout and lowest in motivation, while males reported significantly higher burnout than females. Moreover, autonomous motivation was negatively associated with both exhaustion and demotivation, whereas introjected regulation was positively associated with both. Unexpectedly, external regulation was also negatively related to burnout, a finding that warrants further investigation in the Chinese high‑stakes examination context. Conclusion: These findings enrich the understanding of the motivational mechanisms underlying English learning burnout and offer practical insights for alleviating burnout.