Department of Human Sciences, University of Rome LUMSA, 00193 Rome, Italy.
Faculty of Educational Sciences, University of Helsinki, 10014 Helsinki, Finland.
Int J Environ Res Public Health. 2020 Jul 2;17(13):4771. doi: 10.3390/ijerph17134771.
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.
本研究旨在探讨特质情绪智力和感知到的教师情感支持在学校倦怠中的作用。此外，还考察了学业焦虑在这些关系中的调节作用。研究对象为 493 名意大利高中生（81.9%为女性），年龄在 14-19 岁之间（M=16.27，SD=1.48）。采用潜在调节结构方程方法检验假设模型。结果表明，特质情绪智力和感知到的教师情感支持均与学校倦怠呈负相关。此外，学业焦虑调节了感知到的教师情感支持与学校倦怠之间的关系。具体来说，当焦虑水平较高时，感知到的教师情感支持对倦怠的保护作用会减弱。研究结果结合资源对倦怠的保护作用以及考虑到学业焦虑在学校环境中的不利影响进行了讨论。
