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.

在本研究中，调查了学生（n = 881）参加大学学习的动机和与学习相关的倦怠与他们第一年的学业成绩的关系。结果表明，学生上大学的动机和学习开始时的学习倦怠相互关联，并与第一学年结束时的学业成就相关。结果进一步表明，学习相关的倦怠与学习学分有关。此外，结果表明，学生与学习相关的倦怠风险各不相同。那些报告与学习相关的倦怠风险较低的学生通常更强调个人智力动机，与学习相关倦怠风险明显增加的学生相比，他们在第一年的学习中进展得更快，更成功。