Relaciones de la inteligencia emocional, burnout y compromiso académico con el rendimiento escolar de estudiantes adolescentes

Relaciones de la inteligencia emocional, burnout y compromiso académico con el rendimiento escolar de estudiantes adolescentes

Objective: The aim of this research was to analyze the relationship between constructs of emotional intelligence, burnout, academic engagement and school performance in 1756 students in Secondary stage of 9 highschools. Materials and methods: The instruments used for this research were the spanish translated versions of Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS) and Utrecht Work Engagement Scale-Student (UWES-S). On the other hand, the school performance was measured by means of the average mark of the students. Results: The results showed positive relationships of the most self-determined variables such as emotional intelligence and academic engagement with school performance in a clear pattern of more adaptive behaviors. On the other hand, lower scores in emotional intelligence and academic burnout correlated with lower school performance scores. Conclusions: The importance of the promotion of emotional variables in class to facilitate positive and self-determined behaviors that facilitate the performance of students as well as the prevention of burnout enhancing their educational development.