Resumen

USAN SUPERVIA, Pablo; SALAVERA BORDAS, Carlos  y  MEJIAS ABAD, Juan José. Relationship between Emotional Intelligence, Academic Burnout and School Performance in Adolescent Students. CES Psicol [online]. 2020, vol.13, n.1, pp.125-139. ISSN 2011-3080.  https://doi.org/10.21615/cesp.13.1.8.

This paper aimed to analyze the relationship between emotional intelligence, academic burnout and school performance in a sample of 1.756 adolescent students belonging to 9 compulsory secondary education (ESO) centers. The instruments used were the Spanish versions of the Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS); school performance was quantified through the average mark of each student. A prospective ex post facto study was conducted with a simple descriptive design. The results showed positive relationships of school performance with the dimensions of understanding and emotional regulation, as well as with academic effectiveness, and negative relationships with physical/emotional exhaustion and cynicism. The results highlight the influence of personal resources associated with emotional intelligence in preventing burnout, as well as personal effectiveness improvement that can lead to greater performance. The need to promote emotional skills in the classroom as facilitators of positive attitudes for school performance and the prevention of academic burnout is revealed.

Palabras clave : Emotional Intelligence; Academic Burnout; School Performance; Students; Adolescents.

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