Departament of Psychology, Faculty of Human Sciences and Education, University of Zaragoza, Valentín Carderera nº4, 22003 Huesca, Spain.
Departament of Psychology, Faculty of Education, University of Zaragoza, Pedro Cerbuna nº12, 50009 Zaragoza, Spain.
Int J Environ Res Public Health. 2020 Nov 4;17(21):8160. doi: 10.3390/ijerph17218160.
During schooling, students can undergo, for more or less long periods of time, different contextual settings that can negatively affect their personal and academic development, leading them not to meet their academic goals. The main objective of this research responds to examine the relationships between the constructs of goal orientations, emotional intelligence, and burnout in students. This research comprised 2896 students from 15 Spanish high schools with ages between 12 and 18 years distributed across male (N = 1614; 55.73%) and female (N = 1282; 44.26%) genders. The measurements were made through Perception of Success Questionnaire (POSQ), the Trait Meta Mood Scale (TMMS-24) and the Maslach Burnout Inventory Student Survey (MBI-SS). Results showed links between task orientation, high emotional intelligence levels, and adaptive behaviors and between ego orientation, academic burnout and less adaptive behavior. Similarly, it was shown that emotional intelligence can be used to predict goal-oriented behaviors. It is argued that the promotion of task orientation among secondary school students can lead to the adoption of adaptive behaviors and this, in turn, improve the development of students toward academic and personal settings.
在学校教育阶段，学生可能会经历不同的环境，这些环境在一定程度上会对他们的个人和学术发展产生负面影响，导致他们无法实现自己的学术目标。本研究的主要目的是检验学生目标取向、情绪智力和倦怠感这三个构念之间的关系。 该研究共纳入了来自西班牙 15 所高中的 2896 名 12 至 18 岁的学生，其中男生 1614 名（占 55.73%），女生 1282 名（占 44.26%）。通过使用成就感知问卷（POSQ）、特质元情绪量表（TMMS-24）和马氏倦怠量表学生调查（MBI-SS）进行了测量。 结果表明，任务取向、高情绪智力水平和适应性行为之间以及自我取向、学业倦怠和较少适应性行为之间存在关联。同样，情绪智力可以用来预测目标导向行为。 因此，可以认为在中学阶段提倡任务取向可以促使学生采取适应性行为，从而提高学生在学业和个人环境中的发展。
