Impact of Resilience on Emotional Intelligence & Burnout Among Academicians: A Mediation Study

Background: Balint seminars are widely used educational activities in family medicine residency programs. However, their impact on measurable outcomes is uneven and controversial. The discussions in Balint seminars deal with perceiving and understanding the emotions of the participants. Objective: This study measures the effect of Balint seminars on the emotional intelligence (EI) and burnout of internal medicine residents at the American University of Beirut. Design: Quasi-experimental observational pretest–posttest study. Setting: In all, 27 internal medicine residents at the American University of Beirut. Methods: Bi-weekly Balint seminars were delivered to internal medicine residents throughout the academic year. EI using Mayer Salovey and Caruso Emotional Intelligence Test (MSCEIT) and burnout level using Maslach Burnout Inventory (MBI) were measured at the beginning and end of the academic year. Results: A total of 20 Balint seminars were delivered. On average, residents attended six sessions with standard deviation ( SD) of 2. Using paired t-tests to compare post- and pre-total EI scores, there was no significant difference between the two scores (mean difference post-pre = -0.6 ± 9.7, p = .738). Gender was the most important predictor of the difference between pre- and post-total EI scores (women are the reference, β = -8.403, p = .007) as compared to understanding emotions baseline score (β = -0.263, p = .003). A significant proportion of residents (22.2%–29.6%) showed severe burnout levels on at least one of the three domains of burnout at baseline; however, Balint seminars did not have any effect on any of the burnout domains. Conclusions: Balint seminars may have the beneficial effect of improving emotional intelligence among women. Balint seminars did not improve the burnout levels of internal medicine residents. Optimizing attendance of the Balint sessions may affect the outcomes attributable to Balint seminars.

IntroductionMental Health (MH) in the workplace profoundly influences employee well-being. Burnout, Emotional Exhaustion (EE), depersonalization and diminished personal accomplishment are prevaling concerns among healthcare professionals. Left unchecked these facets can impinge on professionals’ MH and productivity.ObjectivesThis study explores the relationship between Emotional Intelligence (EI) and burnout among staff at Mount Carmel Hospital by assessing the degree of EE, depersonalisation and personal accomplishment before and after the EI training.Methods121 participants from four hospital wards were recruited. An anonymized questionnaire assessed EI, burnout and demographics including the Schutte Self Report EI Test and the Maslach Burnout Inventory. EI training was provided by professionals from within the hospital service. Post-training measures were reassessed to determine the training’s impact on improving the constructs of occupational burnout.ResultsGender analysis revealed higher EI scores among females (125.4±11.2) compared to males (117.0±13.9, p=0.026). EE was significantly higher among Maltese staff (20.4±8.3) compared to EU (17.2±4.8) and third-country nationals (12.3±4.9, p=0.027). Longer ward tenure (11-25 years) correlated with higher EE (32.7±6.8) compared to <1 year (16.6±8.1) or 1-5 years (17.6±5.7, p=0.0087). Negative correlations between EI and depersonalization (r=-0.32, p<0.01) emerged, indicating higher EI is associated with lower levels of depersonalization. A significant positive correlation between EI and personal achievement (r=0.54, p<0.01) suggested that higher EI is associated with higher levels of personal achievement. No correlation was found between EI and EE. Phase two revealed a significant difference in post-training EI. Other measures showed no significance; suggesting that other corporate fundational aspects impinge on employee MH.The findings have important implications for MH professionals and organisations. The correlation between EI and burnout highlights the importance of promoting EI. Specific correlations need further testing, as the higher degree of EE in participants with higher scores of EI effects training development. Training programs focusing on EI should be incorporated into continous professional development. Significant variations in EE were observed among participants from different nationalities and those with varying years of experience in the ward; underscoring the importance of tailored interventions enhancing EI and mitigating burnout.ConclusionsThis study provides evidence for the correlation between EI and constructs of burnout among staff at Mount Carmel Hospital. Further corporational functional aspects potentially impact employees’ professionals outlook, perception and MH. Training programs aimed at enhancing EI can be used to reduce and mitigate burnout levels while improving well-being in the workplace.Disclosure of InterestNone Declared

Background: Job burnout is a well-known human reaction to job-related pressures. Emotional intelligence and stress are among the most important factors predicting job burnout. Objectives: This study aimed to determine the relationship between emotional intelligence and stress with burnout among dentists in Kermanshah city. Methods: This cross-sectional descriptive study involved a statistical population of dentists in Kermanshah city, from which 114 individuals were selected using convenience sampling. The tools used included a demographic information form, the Schutte Emotional Intelligence Scale (1998), the Health and Safety Executive Stress Questionnaire (1990), and the Maslach Burnout Inventory. Data were analyzed using SPSS v.26.0. Descriptive statistics such as mean, standard deviation, frequency, and percentage were used to describe the research variables. Results: The results showed a significant negative correlation between emotional intelligence and stress (r = -0.438, P &lt; 0.01), as well as between emotional intelligence and job burnout (r = -0.259, P &lt; 0.01). There was also a significant positive correlation between stress and job burnout (r = 0.734, P &lt; 0.01). Factors with significant effects on burnout and stress included age and work experience. Stress also mediated the relationship between emotional intelligence and job burnout. Conclusions: The results indicate a relationship between emotional intelligence, stress, and job burnout among dentists. Further studies should investigate other influential factors and their impact on job burnout.

Background and Aims: The provision of compassionate support to patients navigating complex mental health challenges represents a fundamental responsibility of psychiatric nurses. Yet, the cumulative burden of moral distress, systemic pressure, and emotional demands significantly elevates the susceptibility of this workforce to burnout. As healthcare systems transition into the post-pandemic era, identifying the psychological determinants that underpin workforce resilience has become imperative. While emotional intelligence is widely acknowledged as a pivotal nursing competency, its specific predictive capacity regarding resilience and burnout within psychiatric environments requires further empirical investigation. The study aimed to evaluate the predictive associations between emotional intelligence, resilience, and burnout among psychiatric nurses in the context of post-pandemic healthcare. Methods: Employing a stratified random sampling approach, this multisite, cross-sectional inquiry recruited 312 psychiatric nurses from five tertiary mental health institutions in Cairo, Egypt. Between July and October 2025, data acquisition occurred via the Schutte Self-Report Emotional Intelligence Test, the Connor-Davidson Resilience Scale, and the Maslach Burnout Inventory-Human Services Survey. Results: Analysis indicated a positive correlation between emotional intelligence and resilience (r = .46, p &lt; .001) alongside a negative association with burnout (r = –.42, p &lt; .001). Regression modeling demonstrated that emotional intelligence accounted for 38% of the variance in resilience levels. Furthermore, when combined, resilience and emotional intelligence explained 41% of the variance in burnout scores, following adjustments for demographic covariates. Conclusions: Higher levels of emotional intelligence and resilience are strong predictors of reduced burnout among psychiatric nurses. Interventions targeting these intrinsic psychological resources may be instrumental in sustaining workforce well-being in the post-pandemic landscape.

In this workaholic world the emerging adults are dealing with stressful situations. They find difficulty in coping or adapting with successive and challenging routines in daily life including both personal and external factors. Emotional Intelligence refers to a set of experiences, including self- awareness mood management, self-motivation, empathy and managing relationship. Mindfulness is inherently a state of consciousness which involves attending to one’s moment to moment experience. Resilience which means the ability to adapt and bounce back from adversity guided by Emotional Intelligence. The prime focus of the study is to find the relationship between Emotional Intelligence, Mindfulness and Resilience. The study consisted of 97 participants of age 18-25 years old and the participants were selected using convenience sampling method. The research instruments used were Brief Emotional Intelligence Scale-10 (BEIS-10), Mindfulness Attention Awareness Scale (MAAS-15), Nicholson McBride Resilience Questionnaire (NMRQ-12) to measure Emotional Intelligence, Mindfulness and Resilience respectively. The data was collected by using Google form. The collected data was analysed using SPSS. The data was not normally distributed. The statistical technique used was Spearman’s Rank Correlation. The result obtained shows that there is a significant correlation between Emotional Intelligence and Mindfulness as well as emotional intelligence and Resilience among emerging adults. The result also showed that there is significant relationship between Mindfulness and Resilience among emerging adults. This study could serve as a basis for building and promoting adequate coping strategies and mental health interventions for the emerging adults.

The study was an attempt to discover any possible correlation between EFL teachers' burnout and their emotional and cultural intelligence. Furthermore, it aimed at finding out which variable: Emotional or cultural intelligence could be a better predictor of teacher burnout. The study also delved into the possible relationship of gender and Iraqi EFL teachers' burnout and investigated which gender was more affected by burnout. Finally, male and female Iraqi teachers were compared and contrasted with regard to emotional intelligence and cultural intelligence. To this end, three questionnaires: (1) Maslach Burnout Inventory–Educators' Survey (MBI-ES), (2) the Cultural Intelligence Scale (CQS) developed by Van Dyne et al. (2008), (3) Wang and Law Emotional Intelligence Scale (WLEIS) were submitted to more than 200 teachers either in person or via email or an already-generated Google Doc link of the three questionnaires. Some teachers remained reluctant to share their responses and refused to fill out the questionnaires and 164 Iraqi EFL teachers completed all the three questionnaires. The results demonstrated that Iraqi EFL teachers' burnout and their emotional and cultural intelligence correlated significantly but negatively. Both emotional and cultural intelligence could significantly and almost similarly predict teacher burnout. Moreover, teacher burnout and gender were significantly correlated and Iraqi EFL female teachers were more susceptible and vulnerable to teacher burnout. The study implies that emotionally and culturally-aware teachers might be able to take precautionary measures to either mitigate or curb teacher burnout.

Intention of this investigation was to explore if a relationship exists or not between emotional intelligence and burnout by examine a sample of 200 teacher educators that were selected by a purposive stratified sampling method from among of all teacher educators in District Gaya, India. In this investigation, two instruments were used to collect data, such as&lt;strong&gt; &lt;/strong&gt;Weisinger’s Emotional Intelligence Test and Maslach Burnout Inventory (MBI). This research was correlation type so to analyze the data, were used Pearson correlation co-efficient and Analysis of Regression. Investigations found that teacher educator were not significantly different in emotional intelligence on the basis of gender, locality and teaching experience. Gender and teaching experience has nothing to play on burnout but locality has a significant difference on burnout score of teacher educators. Emotional intelligence and burnout syndrome have a strong negative association (r=-0.221), according to research results. Emotional intelligence had a significant contribution on burnout of teacher educators.

Medical education is inherently demanding, requiring students to balance intense academic workload, clinical training, and emotional resilience. High levels of stress and burnout among medical students have been associated with decreased empathy, poorer academic performance, and increased risk of mental health problems. This cross-sectional, correlational study examined the relationships between emotional intelligence (EI), perceived stress, and burnout among undergraduate medical students at the Alexandria Faculty of Medicine. Participants completed self-report questionnaires: the Mind Tools Emotional Intelligence Test, the Perceived Stress Scale, and the Maslach Burnout Inventory. Descriptive statistics, bivariate correlations, and multivariate regression models were used for analysis. Among the 264 participants (88% response rate), the majority (73.4%) demonstrated average EI with no statistically significant differences across gender and academic year. Higher perceived stress was strongly correlated with emotional exhaustion and depersonalization, and it was also inversely correlated with personal accomplishment. Regression analysis indicated that gender, academic year, and academic grade were not independent predictors of stress or burnout (R2 = 0.054). Approximately 30.3% of the students met the criteria for burnout. These findings highlight the complex interplay between emotional functioning and burnout, and they also suggest that interventions targeting emotional regulation and resilience may be beneficial in reducing stress and promoting well-being among medical students.

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer &amp; Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

Emotional intelligence has been related to life satisfaction and academic achievement. These two aspects are identified in some studies with college students, but none with students of Forensic Science. This knowledge is crucial since they are expected to work as forensic scientists, investigators, expert witnesses, or in other forensic science-related roles that need to interact effectively with people. For that, students need to have excellent academic achievement and positive emotions. This study aims to identify (1) the relationship between emotional intelligence and life satisfaction, and (2) the differences between students’ academic achievement in emotional intelligence and life satisfaction. A total of 92 students from the Forensic Science Program at Universiti Sains Malaysia participated in a cross-sectional online survey. The online survey (Google Form) contained some demographic information and standardized psychological questionnaires: the Self-Rated Emotional Malaysian Intelligence Scale (SRMEIS) for measuring emotional intelligence, and the Malay version of the Satisfaction with Life Scale (SWLS) for life satisfaction assessment. The result shows a significant relationship between emotional intelligence and life satisfaction. Three domains of emotional intelligence, i.e., emotional perception and expression, emotional facilitation of thought, and emotional management show a significant relationship with life satisfaction. No significant differences were found between the two academic achievement groups (i.e., excellent and good academic achievements) on emotional intelligence and life satisfaction. Looking at the result, educators can form a comprehensive plan to assist the students in increasing their subjective well-being by implementing ways to improve their emotional intelligence and life satisfaction levels. The study’s findings also help Forensic Science students be more prepared for learning and adapting to the tertiary environment.

This study aims to validate a clinical language-centric self-assessment of emotional intelligence (EI) and burnout, examining the differences in EI and burnout subscales between accelerated baccalaureate nursing students (ABSN) and traditional baccalaureate nursing students (TBSN). Findings will inform curricular changes to support EI development. Junior-level TBSN (n = 172) and first-semester ABSN (n = 72) students completed the Maslach Burnout Inventory (MBI) and the Scale for Emotional Functioning in Medicine (SEF: MED). Demographic data also were analyzed. The independent-samples Mann-Whitney U test was used to compare the two groups. Significant differences were found in two subscales: emotional exhaustion (MBI) and emotional management (SEF: MED), indicating varied EI and burnout experiences between the groups. Understanding differences in EI and burnout perceptions among nursing students will enable faculty to design curricular changes that can enhance EI and reduce burnout in future nurses.

Emotional intelligence and burnout of teachers are highly discussed in previous studies. This study set out to examine (1) the dimensions of emotional intelligence, (2) the dimensions of burnout, (3) the level of burnout, and (4) the relationship among the dimensions of in-service English teachers in Yogyakarta. The method used in this study is a quantitative correlational study through a survey. The instruments used were questionnaires adapted from the Maslach Burnout Inventory (MBI) and The Schutte Self-Report Emotional Intelligence Test (SSEIT). The participants of this study were 204 in-service English teachers in Yogyakarta. The data were analyzed using Confirmatory Factor Analysis (CFA) to find out the dimensions of emotional intelligence and burnout of the teachers and Structural Equation Modelling (SEM) to find the relationship among the dimensions of EI and burnout. The findings show that the emotional intelligence emerged into four dimensions, namely perception of emotion, managing own emotion, managing other’s emotions, and utilization of emotions, while the dimensions of teachers burnout emerged into four dimensions namely occupational exhaustion, depersonalisation, and personal accomplishment. Surprisingly the findings show something unusual, it contrasts with several previous findings regarding the level of teachers’ burnout.

Emotional intelligence (EI) as a concept is becoming increasingly relevant in the healthcare industry. In order to examine the relationship between EI, burnout, and wellness, we administered these measures quarterly in resident physicians and analyzed the variables in each subset to gain insights and understanding of their relationship. In 2017 and 2018, all residents entering the training programs in year one (PGY-1) were administered The Emotional Intelligence Questionnaire - Short Form (TEIQue-SF), The Maslach Burnout Inventory (MBI), and The Physician Wellness Inventory (PWI). The questionnaires were completed quarterly. Statistical analysis included ANOVA and ANCOVA. The overall combined PGY-1 resident year (n = 80) had an EI global trait mean score of 5.47 (SD: 0.59) at the beginning of their first year. The domains of burnout and physician wellness were examined across four different time points during the resident's first year. Domain scores changed significantly over the four time points during the first year. There was a relative 46% increase in exhaustion (P < .001), 48% increase in depersonalization (P < .001), and an 11% decrease in personal achievement (P < .001). Physician wellness domains also changed significantly between time 1 and the end of the year (time 4). There was a relative 12% decrease in career purpose (P < .001), a 30% increase in distress (P < .001), and 6% decrease in cognitive flexibility (P < .001). Each burnout domain and physician wellness domain were highly correlated with emotional quotient (EQ). Emotional quotient was independently assessed with each domain at baseline and with changes overtime. The lowest EQ group reported their distress increased significantly over time (P = .003) and a decline in career purpose (P < .001) and cognitive flexibility (P = .04). The response rate was 100%. Emotional intelligence is associated with well-being and burnout in individual residents; therefore, it is important to identify those who require increased support during residency in order to succeed.

Background Burnout, a type of long-lasting work-related stress, is highly prevalent among health professionals. It includes dimensions of emotional exhaustion, depersonalization and low professional achievement. Emotional intelligence is the ability to accurately perceive, evaluate, and express emotions, to perceive and/or produce feelings that facilitate thought, to understand emotion and acquire emotional knowledge, and to control emotions in order to promote emotional and intellectual growth. Among the extensive literature on burnout, no studies have measured its prevalence among anesthesiologists in Brazil during the COVID-19 pandemic. Studies on the association between emotional intelligence and burnout are also scarce in this population. The aim of this study was to describe the prevalence of burnout in anesthesiologists at a hospital during the COVID-19 pandemic and to assess its association with emotional intelligence. Methods This cross-sectional study was conducted in a large private hospital in southern Brazil. A non-probabilistic convenience sample of anesthesiologists was selected from a hospital's clinical staff. Via Google Forms, participants responded to an anonymous self-applied self-explanatory questionnaire with sections on sociodemographic data, burnout (Maslach Burnout Inventory), and emotional intelligence (Wong and Law's Emotional Intelligence Scale). Descriptive analysis of the variables was performed and the association between burnout and emotional intelligence was evaluated using the Pearson or Spearman correlation coefficient, depending on data distribution. Results A burnout prevalence of 8.1% was found, as well as a strong negative correlation between total burnout scores and emotional intelligence. Conclusions According to the regression analysis, emotional intelligence can be considered an independent factor associated with this outcome.

Emotional Intelligence, Job Satisfaction, and Burnout for Dietitians