Department of Human Sciences, University of Rome, LUMSA, 00193 Rome, Italy.
Department of Human Sciences, University of Milan, 20126 Bicocca, Italy.
Int J Environ Res Public Health. 2020 Apr 28;17(9):3058. doi: 10.3390/ijerph17093058.
The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students' school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.
本研究的主要目的是探讨特质情绪智力（TEI）通过焦虑和学业韧性对学生学校倦怠的直接和间接作用。数据来自于 1235 名高中生（962 名女生和 273 名男生）的样本，年龄在 13 至 17 岁之间（平均=15.46；标准差=1.22）。结构方程模型显示，TEI 对学校倦怠有很强的间接影响，这种影响是通过焦虑和韧性来介导的。总体而言，TEI 较高的学生不太可能经历学校焦虑，而更有可能表现出韧性，这反过来又降低了学校倦怠的风险。研究结果与 TEI 在教育背景中的更广泛作用有关，并强调了需要和潜力，以进行科学驱动的干预措施，以增强学校和更广泛生活中的情绪调节。
