IJERPH, Vol. 17, Pages 4771: Students ’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety
IJERPH, Vol. 17, Pages 4771: Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety
International Journal of Environmental Research and Public Health doi: 10.3390/ijerph17134771
Authors:
Luciano Romano
Xin Tang
Lauri Hietajärvi
Katariina Salmela-Aro
Caterina Fiorilli
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.
Source: International Journal of Environmental Research and Public Health - Category: Environmental Health Authors: Luciano Romano Xin Tang Lauri Hietaj ärvi Katariina Salmela-Aro Caterina Fiorilli Tags: Article Source Type: research
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