Abstract
BACKGROUND: The final years of primary school (early adolescence) are regarded as key for the academic and personal development of students. This study aims to analyze the relationship between academic motivation, academic burnout, and academic performance, differentiating between adaptive and non-adaptive patterns according to the results of the three constructs studied. METHODS: The sample comprised 398 students, both male (N = 224; 56.28%) and female (N = 174; 43.71%) with ages ranging from 11 to 13 years (M = 11.49; DT = 0.52). The instruments used were the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Academic Motivation Scale (AMS), as well as academic marks as a measure of performance. RESULTS: The results revealed significant correlations between the three constructs under study, the variables that can be used to predict academic performance, and both adaptive and non-adaptive behavior patterns. CONCLUSIONS: The importance of motivation, burnout, and academic performance in primary education is manifested, whose interrelation can give rise to adaptive behaviors based on high school motivation away from academic burnout that leads to a higher academic performance in students.