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Psychological Analysis among Goal Orientation, Emotional Intelligence and Academic Burnout in Middle School Students

Author

Listed:
  • Pablo Usán Supervía

    (Departament of Psychology, Faculty of Human Sciences and Education, University of Zaragoza, Valentín Carderera nº4, 22003 Huesca, Spain)

  • Carlos Salavera Bordás

    (Departament of Psychology, Faculty of Education, University of Zaragoza, Pedro Cerbuna nº12, 50009 Zaragoza, Spain)

  • Víctor Murillo Lorente

    (Departament of Physiatry and Nursing, Faculty of Health and Sports Sciences, University of Zaragoza, Plaza Universidad nº3, 22002 Huesca, Spain)

Abstract

During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. Method: This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results: Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. Conclusion: It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:21:p:8160-:d:440054
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    References listed on IDEAS

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    1. 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.
    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:

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