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

Pablo Usán Supervía,Víctor Murillo Lorente,Carlos Salavera Bordás

doi:10.3390/ijerph17218160

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.

Highlights

IntroductionFor more or less prolonged periods of time, some students do not possess, or do not use, the necessary strategies, tools, and skills to meet their academic demands
During their school stage, students are affected by contextual, situational, and personal circumstances that can have a strong effect on their learning processes, especially at the secondary school level, during adolescence, a vital stage in the life of the individual about to enter adulthood [1].For more or less prolonged periods of time, some students do not possess, or do not use, the necessary strategies, tools, and skills to meet their academic demands
The task orientation of the adolescent students who have the belief that success comes from dedication and effort toward school demand is positively related to emotional attention, comprehension, and regulation, and negatively correlated with the less self-determined physical/emotional exhaustion and cynicism, subvariables pertaining to burnout construct

Summary

Introduction

For more or less prolonged periods of time, some students do not possess, or do not use, the necessary strategies, tools, and skills to meet their academic demands This triggers feelings and perceptions that undermine their motivation and their wish to continue studying [2], physical and psychic exhaustion [3], negative and unsatisfactory behavior and loss of interest in school [4]. All these circumstances can lead to poor academic performance and even failure and premature school dropouts [5]. This theory would respond to the reasons why students act in

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Discussion

Conclusion