The Impact of Emotional Intelligence on Burnout Aspects in Medical Students: Iranian Research

Abstract

Background. Burnout is a psychological syndrome identified by different degrees of emotional exhaustion depersonalization and a low sense of personal accomplishment, which is an increasing problem among medical students. Emotional intelligence is a set of noncognitive skills that propagates an individual’s capability to encounter environmental complications, particularly burnout, successfully. This research was conducted to investigate the relationship between emotional intelligence and academic burnout among medical students. Methods. This cross-sectional study was carried out on 136 medical students at Tehran University of Medical Sciences in 2018. Data were collected by a demographic checklist, Siberia Schering’s Emotional Intelligence questionnaire, and Bresso Academic Burnout questionnaire and analyzed by SPSS22 software using descriptive methods and linear regression tests. The significance level was set at a P value <0.05. Results. The study enrolled 136 medical students, including 70 (51.5%) men and 66 (48.5%) women, with an average age of 24.94 (SD = 1.03). Besides, 112 students were single (82.4%), and 24 were married (17.6%). Most students’ emotional intelligence and academic burnout were moderate (89% and 69.1%, respectively). According to the results, none of the burnout dimensions significantly correlated with age and gender. Among emotional intelligence dimensions, students possessing higher self-motivation experienced more significant academic fatigue. Students with higher self-awareness and self-regulation experienced lower academic fatigue, academic apathy, academic inefficiency, and academic burnout. In general, medical students with higher scores on emotional intelligence experienced significantly lower academic fatigue, academic apathy, academic inefficiency, and academic burnout. There was a significant negative association between emotional intelligence and burnout (β = −0.496, P < 0.001). Conclusion. Emotional intelligence appeared as a significant factor in protecting medical students against academic burnout, so enhancing emotional intelligence through training may be an essential intervention for reducing burnout.

Exploring the relationships among teacher–student dynamics, learning enjoyment, and burnout in EFL students: the role of emotional intelligence

“…Moreover, emotional intelligence consistently emerges as a significant factor in mitigating burnout. Individuals with higher emotional intelligence are better equipped to handle stress, manage and regulate emotions, and navigate interpersonal relationships effectively ( Cazan and Năstasă, 2015 ; Blanchard et al, 2021 ; Molero Jurado et al, 2021 ; Loi and Pryce, 2022 ; Shariatpanahi et al, 2022 ). Emotional intelligence within the cultural framework of Chinese EFL education might be amplified by Confucian values emphasizing interpersonal harmony and emotional regulation ( Chao, 1994 ; Ho, 1994 ; Cao and Liu, 2023 ).…”

“…Individuals with high emotional intelligence are equipped to cope with stressors and challenges, which are key components of emotional exhaustion and burnout (Maslach et al, 2001). Empirical evidence consistently supports the negative association between emotional intelligence and burnout (Cazan and Năstasă, 2015;Blanchard et al, 2021;Molero Jurado et al, 2021;Loi and Pryce, 2022;Shariatpanahi et al, 2022).…”

“…Their findings shed light on the potential of emotional intelligence to serve as an intermediary in understanding burnout within the high school milieu. Shariatpanahi et al (2022) embarked on research within the realm of medical education, with a specific focus on Iranian medical students. Their study accentuated the impact of emotional intelligence on diverse facets of burnout, providing valuable insights into the distinctive challenges encountered by medical students.…”

“…As students progress through their educational odyssey, their emotional intelligence may wield influence over their capacity to cope with stressors, regulate emotions, and maintain a positive perspective in the face of challenges ( Brackett et al, 2010 ; Molero Jurado et al, 2021 ). Emotional intelligence is posited as a pivotal mediator in the interplay between teacher–student interactions and student burnout ( Chamizo-Nieto et al, 2021 ; Shariatpanahi et al, 2022 ). It is hypothesized that positive teacher–student relationships may nurture the growth of emotional intelligence, equipping students with the tools to adeptly navigate stressors and challenges ( Saklofske et al, 2012 ; Chamizo-Nieto et al, 2021 ), ultimately mitigating the risk of burnout.…”

Hopelessness and burnout in Italian healthcare workers during COVID-19 pandemic: the mediating role of trait emotional intelligence

“…The authors highlight the importance of nurses' abilities to perceive and regulate their emotions while being aware of and empathizing with others' emotions (Soto-Rubio et al, 2020). Several studies conducted during the COVID-19 pandemic took into account EI as a protective factor against psychosocial risks such as burnout and psychosomatic complaints and a favorable effect on job satisfaction (Soto-Rubio et al, 2020;Lisigurski et al, 2021;Richards et al, 2021;Zeb et al, 2021;Shariatpanahi et al, 2022), but to our knowledge, no study on the relationship between trait EI, burnout, and hopelessness has been conducted yet.…”