<![CDATA[This study aimed to examine the relationship between mental fatigue and learning motivation among Guidance and Counseling (GC) students in the digital era. Mental fatigue has emerged as a critical challenge in technology-based learning environments, potentially undermining both intrinsic and extrinsic academic motivation. This study employed a quantitative correlational approach involving 803 GC students from multiple higher education institutions across Indonesia, selected through purposive sampling. Data were collected using two validated psychological scales: the Mental Fatigue Scale and the Learning Motivation Scale. Spearman’s rank correlation was adopted as a conservative analytical approach; while Q-Q plots indicated approximately normal distributions, the Shapiro-Wilk test yielded p < .001 at N = 803, and Spearman was selected as a conservative response to the test’s known sensitivity with large samples. Results revealed a significant negative relationship between mental fatigue and learning motivation (ρ = -0.323, p < .001, 95% CI [-0.384, -0.260]), indicating that higher levels of mental fatigue are associated with lower learning motivation. These findings highlight the urgency of digital-based guidance and counseling interventions to effectively manage students’ mental fatigue and promote sustainable learning motivation.]]>
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