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Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety

Author

Listed:
  • Luciano Romano

    (Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy)

  • Xin Tang

    (Faculty of Educational Sciences, University of Helsinki, 10014 Helsinki, Finland)

  • Lauri Hietajärvi

    (Faculty of Educational Sciences, University of Helsinki, 10014 Helsinki, Finland)

  • Katariina Salmela-Aro

    (Faculty of Educational Sciences, University of Helsinki, 10014 Helsinki, Finland)

  • Caterina Fiorilli

    (Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy)

Abstract

The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

Suggested Citation

  • Luciano Romano & Xin Tang & Lauri Hietajärvi & Katariina Salmela-Aro & Caterina Fiorilli, 2020. "Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety," IJERPH, MDPI, vol. 17(13), pages 1-15, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4771-:d:379525
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    References listed on IDEAS

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    1. Walburg, Vera, 2014. "Burnout among high school students: A literature review," Children and Youth Services Review, Elsevier, vol. 42(C), pages 28-33.
    2. Caterina Fiorilli & Eleonora Farina & Ilaria Buonomo & Sebastiano Costa & Luciano Romano & Rosalba Larcan & Konstantinos V. Petrides, 2020. "Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School," IJERPH, MDPI, vol. 17(9), pages 1-9, April.
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    Cited by:

    1. Caterina Fiorilli & Daniela Barni & Claudia Russo & Vanessa Marchetti & Giacomo Angelini & Luciano Romano, 2022. "Students’ Burnout at University: The Role of Gender and Worker Status," IJERPH, MDPI, vol. 19(18), pages 1-15, September.
    2. Luciano Romano & Giacomo Angelini & Piermarco Consiglio & Caterina Fiorilli, 2021. "The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings," IJERPH, MDPI, vol. 18(4), pages 1-7, February.
    3. Teresa Pozo-Rico & Raquel Gilar-Corbí & Andrea Izquierdo & Juan-Luis Castejón, 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study," IJERPH, MDPI, vol. 17(22), pages 1-22, November.
    4. Cristina Di-Giusto & María Eugenia Martín-Palacio & Marta Soledad García-Rodríguez & Francisco Javier Sánchez-Sánchez & Raquel de la Fuente-Anuncibay & Andrés Fernando Avilés-Dávila & Cesáreo Gabriel , 2022. "Effective Personality as a Protective Factor in Teachers’ Occupational Health," IJERPH, MDPI, vol. 19(5), pages 1-20, March.
    5. Le Thanh Thao & Pham Trut Thuy & Nguyen Anh Thi & Phuong Hoang Yen & Huynh Thi Anh Thu & Nguyen Huong Tra, 2023. "Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives," SAGE Open, , vol. 13(4), pages 21582440231, November.
    6. Pablo Usán Supervía & Carlos Salavera Bordás & Víctor Murillo Lorente, 2020. "Psychological Analysis among Goal Orientation, Emotional Intelligence and Academic Burnout in Middle School Students," IJERPH, MDPI, vol. 17(21), pages 1-12, November.

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