Students trait emotional intelligence and perceived teacher emotional support in preventing burnout: the moderating role of academic anxiety

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

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

Sammanfattning

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.
Originalspråkengelska
Artikelnummer4771
TidskriftInternational Journal of Environmental Research and Public Health
Volym17
Utgåva13
Antal sidor15
ISSN1660-4601
DOI
StatusPublicerad - 2 jul 2020
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik
  • 515 Psykologi

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