Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of...

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Autores principales:	María Del Mar Molero Jurado, María Del Carmen Pérez-Fuentes, África Martos Martínez, Ana Belén Barragán Martín, María Del Mar Simón Márquez, José Jesús Gázquez Linares
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/2d5abaa4791f4737a63d36dd6b9a1737
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spelling	oai:doaj.org-article:2d5abaa4791f4737a63d36dd6b9a17372021-12-02T20:10:07ZEmotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.1932-620310.1371/journal.pone.0253552https://doaj.org/article/2d5abaa4791f4737a63d36dd6b9a17372021-01-01T00:00:00Zhttps://doi.org/10.1371/journal.pone.0253552https://doaj.org/toc/1932-6203Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.María Del Mar Molero JuradoMaría Del Carmen Pérez-FuentesÁfrica Martos MartínezAna Belén Barragán MartínMaría Del Mar Simón MárquezJosé Jesús Gázquez LinaresPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 16, Iss 6, p e0253552 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q María Del Mar Molero Jurado María Del Carmen Pérez-Fuentes África Martos Martínez Ana Belén Barragán Martín María Del Mar Simón Márquez José Jesús Gázquez Linares Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
description	Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.
format	article
author	María Del Mar Molero Jurado María Del Carmen Pérez-Fuentes África Martos Martínez Ana Belén Barragán Martín María Del Mar Simón Márquez José Jesús Gázquez Linares
author_facet	María Del Mar Molero Jurado María Del Carmen Pérez-Fuentes África Martos Martínez Ana Belén Barragán Martín María Del Mar Simón Márquez José Jesús Gázquez Linares
author_sort	María Del Mar Molero Jurado
title	Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
title_short	Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
title_full	Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
title_fullStr	Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
title_full_unstemmed	Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
title_sort	emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.
publisher	Public Library of Science (PLoS)
publishDate	2021
url	https://doaj.org/article/2d5abaa4791f4737a63d36dd6b9a1737
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Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students.

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