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

Luciano Romano,Xin Tang,Lauri Hietajärvi,Caterina Fiorilli,Katariina Salmela-Aro

doi:10.3390/ijerph17134771

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.

Highlights

Over-exposure to academic stress can result in school burnout—a state of physical, mental, and emotional exhaustion [1,2]
Authors have focused on the factors and underlying processes involved in this syndrome, showing the pivotal role of individual and external resources in its prevention [3,4]
Previous studies have shown that students who perceived their teachers as emotionally supportive may feel more shielded than their peers who perceive their teacher as less supportive, and are more capable of handling academic requirements [6]

Summary

Introduction

Over-exposure to academic stress can result in school burnout—a state of physical, mental, and emotional exhaustion [1,2]. With this regard, authors have focused on the factors and underlying processes involved in this syndrome, showing the pivotal role of individual and external (perceived) resources in its prevention [3,4]. Besides the protective role of resources, according to the demands-resources model [4], it is important for the direct and synergistic effect of demands to be examined simultaneously. In this study the role of academic anxiety on school burnout was examined given the detrimental effect of excessive academic anxiety on students’ daily life [7]

Methods

Discussion

Conclusion