Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

Abstract

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

Development and validation of a prediction nomogram for academic burnout among Chinese adolescents: a cross-sectional study

“…Furthermore, our research found that academic performance was a protective factor against burnout in adolescents. Previous research found that high academic performance was associated with positive emotions, while lower performance was related to negative feelings 44. In addition, adolescents with high academic performance had better academic adaptability, and this adaptability can promote interest in learning, relieve psychological stress and affect mental health 45.…”

“…Previous research found that high academic performance was associated with positive emotions, while lower performance was related to negative feelings. 44 In addition, adolescents with high academic performance had better academic adaptability, and this adaptability can promote interest in learning, relieve psychological stress and affect mental health. 45 The research by Shadid et al showed that the lower grade point average students performed, the significantly greater was academic burnout.…”

Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren

“…Regarding the stress EI dimension, it was related to the inhibition of the EF dimension in this study, but no differences were found between profiles. In this sense, Molero-Jurado et al (2021) analysed the impact of PA with burnout and emotional competences in adolescent students, showing that low PA affected the level of burnout and that stress management and mood in EI acted as mediators in this relationship, proposing EI programmes in the educational context for preventing burnout. These results reinforce the relationship between cognitive abilities, academic competencies and emotional competencies that could have positive consequences on learning (Barkley, 2001;Moreno-G omez et al, 2020).…”

Association between circadian rhythm and sleep quality among nursing interns: A latent profile and moderation analysis

“…Fourth, LPA-based differences in PSQI scores were estimated by Bayesian Factor. The Cauchy prior width was set at 0.7, which indicates a 70% probability of the actual effect size being between –0.5 and 0.5 ( Molero Jurado et al, 2021 ). The Bayes factor value greater than 10 indicates strong relative evidence for a hypothesis ( Quintana and Williams, 2018 ).…”