Relationship of Emotional Intelligence and Academic Burnout with Mediating Effect of Self-efficacy among University Students

Authors

  • Wizra Saeed Senior Assistant Professor, Department of Professional Psychology, Bahria University, Islamabad, Pakistan. https://orcid.org/0000-0002-0381-1832
  • Neelam Zafar MS Scholar, Department of Psychology, Faculty of Social Sciences & Humanities, Riphah International University, Faisalabad Campus, Pakistan.
  • Rabia Hanif Assistant Professor, Department of Applied Psychology, Riphah International University, Islamabad Campus, Pakistan. https://orcid.org/0000-0002-9049-6593

DOI:

https://doi.org/10.52053/jpap.v3i4.133

Keywords:

Academic Burnout, Academic Self-efficacy, Emotional Intelligence

Abstract

The present study investigated the association between emotional intelligence (EI) and academic burnout with a self-efficacy’s (SE) mediating effect among university students. A cross sectional research design was used in this study which was carried out in Karachi from September 2018 to January 2019. The sample involved 400 full time regular university students from different academic institutions in Karachi, Pakistan. The participants ranged in age from 16 to 25 years (M=21.28, SD=2.12). Participants were given the Schutte Emotional Intelligence Scale, the Academic Self-Efficacy Scale, and the Academic Burnout Scale to investigate the association between a student's emotional intelligence, academic self-efficacy, and academic burnout. The descriptive statistics and linear regression analysis were used to compute the results. The findings show that emotional perception, emotional use, emotional self-management, and managing emotions with others were identified as the significant predictors of academic self-efficacy. It was determined that emotional intelligence and academic self-efficacy played a significant influence in preventing academic burnout among undergraduate students. Students with high levels of emotional stability perform better academically, which is influenced by emotional intelligence. Through developed curricula, trainings, exercises, and awareness sessions, educational institutions may create a variety of strategies to sustain not just students' academic performance but also their ability to operate normally in daily life. Academic administrators can readily manage students' academic burnout if they focus on these factors.

References

Ansari, W., & Stock, C. (2010). Is the health and wellbeing of university students associated with their academic performance? Cross-sectional findings from the United Kingdom. International Journal of Environmental Research and Public Health, 7, 509-527. DOI: https://doi.org/10.3390/ijerph7020509

Bresó, E., Salanova, M., & Schaufeli, W.B. (2007). In Search of the “Third Dimension” of Burnout: Efficacy or Inefficacy? Applied Psychology, 56, 460-478. DOI: https://doi.org/10.1111/j.1464-0597.2007.00290.x

Carlotto, M. S., Nakamura, A. P., & Câmara, S. G. (2006). Sindrome de burnout em estudantes universitários da área da saúde. Psico, 37(1), 57–62.

Costa, A., & Faria, L. (2015). The impact of emotional intelligence on academic achievement: A longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47. DOI: https://doi.org/10.1016/j.lindif.2014.11.011

Cumberledge, H. (2018, March 18). Opinion: Academic burnout can be overcome. The Arizona State Press. http://www.statepress.com/article/2018/03/spopinion-academic-burnout-is-unavoidable

Duran, A., Extermera, N., Rey, L., Fernandez-Brocal, P., & Montalban, F. M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158-164.

Gürbüz, S., & Murat, Y. (2008). Çal??ma Ortam?nda Duygusal Zeka: ?? Performans?, ?? Tatmini, Örgütsel Vatanda?l?k Davran??? Ve Baz? Demografik Özelliklerle ?li?kisi. Do?u? Üniversitesi Dergisi, 9, 2,174-190. DOI: https://doi.org/10.31671/dogus.2019.211

Hen, M., & Goroshit, M. (2014). Academic Procrastination, Emotional Intelligence, Academic Self-Efficacy, and GPA: A Comparison Between Students with and without Learning Disabilities. Journal of Learning Disabilities, 47, 116–124. DOI: https://doi.org/10.1177/0022219412439325

Law, D. W. (2007). Exhaustion in university students and the effect of coursework involvement. Journal of American College Health, 55, 239-245. DOI: https://doi.org/10.3200/JACH.55.4.239-245

Maslach, C., & Jackson, S. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113. DOI: https://doi.org/10.1002/job.4030020205

Maslach, C., Schaufeli, W.B., & Leiter, M.P. (2001). Job burnout. Annual Review of Psychology, 52, 397-422. DOI: https://doi.org/10.1146/annurev.psych.52.1.397

Mayer J. D., & Salovey, P. (1997). What is emotional intelligence? In Salovey P., Sluyter D. (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). New York: Basic Books.

Mee, K. C. (2015). Mediating Effect of Stress on Relationship between Emotional Intelligence and Burnout among Nursing College Students. Journal of Korean Society of School Health, 28(3), 239-247. doi: 10.15434/kssh.2015.28.3.239 DOI: https://doi.org/10.15434/kssh.2015.28.3.239

Neuman, Y. (1990). Determinants and consequences of students’ burnout in universities. Journal of Higher Education, 61(1), 20–31. doi: 10.2307/1982032 DOI: https://doi.org/10.1080/00221546.1990.11775089

Saif, A.A. (2004). Training Psychology. Agah Publication: Tehran.

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. DOI: https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Schaufeli, W.B., & Bakker, A.B. (2004). Job demands, job resources and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315. DOI: https://doi.org/10.1002/job.248

Schutte, N.S., Malouff, J.M., Hall, L.E., Haggerty, D.J., Cooper, J.T., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177. DOI: https://doi.org/10.1016/S0191-8869(98)00001-4

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy Scale. In Measures in health psychology: A user’s portfolio. Causal and control beliefs; Weinman, J.; Wright, S.; Johnston, M.; Windsor, UK: NFER-NELSON, pp. 35-37. DOI: https://doi.org/10.1037/t00393-000

Suleman, Q., Hussain, I., Syed, M. A., Parveen, R., Lodhi, I. S., & Mahmood, Z. (2019). Association between emotional intelligence and academic success among undergraduates: a cross-sectional study in KUST, Pakistan. PloS One, 14(7), e0219468. DOI: https://doi.org/10.1371/journal.pone.0219468

Tarnowski M., & Carlotto, M.S. (2007). Burnout Syndrome in students of psychology. Temas em Psicologia, 15, 173–80.

Tosevski, D. L., Milovancevic, M.P., & Gajic, S.D. (2010). Personality and psychopathology of university students. Current Opinion in Psychiatry, 23(1), 48- 52. DOI: https://doi.org/10.1097/YCO.0b013e328333d625

Downloads

Published

2022-12-31

How to Cite

Saeed, W. ., Zafar, N., & Hanif, R. (2022). Relationship of Emotional Intelligence and Academic Burnout with Mediating Effect of Self-efficacy among University Students. Journal of Professional & Applied Psychology, 3(4), 428–436. https://doi.org/10.52053/jpap.v3i4.133