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Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

Author

Listed:
  • Caterina Fiorilli

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

  • Eleonora Farina

    (Department of Human Sciences, University of Milan, 20126 Bicocca, Italy)

  • Ilaria Buonomo

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

  • Sebastiano Costa

    (Department of Psychology, University of Campania Luigi Vanvitelli, 81100 Caserta, Italy)

  • Luciano Romano

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

  • Rosalba Larcan

    (Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy)

  • Konstantinos V. Petrides

    (London Psychometric Laboratory, Department of Clinical, Educational, and Health Psychology, University College London, London WC1H 0AP, UK)

Abstract

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:9:p:3058-:d:351421
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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.
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    Cited by:

    1. Hua Wang & Xiaoyan Fan, 2023. "Academic Stress and Sleep Quality among Chinese Adolescents: Chain Mediating Effects of Anxiety and School Burnout," IJERPH, MDPI, vol. 20(3), pages 1-13, January.
    2. 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.
    3. Javier Conde-Pipó & Eduardo Melguizo-Ibáñez & Miguel Mariscal-Arcas & Félix Zurita-Ortega & Jose Luis Ubago-Jiménez & Irwin Ramírez-Granizo & Gabriel González-Valero, 2021. "Physical Self-Concept Changes in Adults and Older Adults: Influence of Emotional Intelligence, Intrinsic Motivation and Sports Habits," IJERPH, MDPI, vol. 18(4), pages 1-15, February.
    4. Jinyong Chen & Wafa Ghardallou & Ubaldo Comite & Naveed Ahmad & Hyungseo Bobby Ryu & Antonio Ariza-Montes & Heesup Han, 2022. "Managing Hospital Employees’ Burnout through Transformational Leadership: The Role of Resilience, Role Clarity, and Intrinsic Motivation," IJERPH, MDPI, vol. 19(17), pages 1-23, September.
    5. 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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