Συναισθηματική Νοημοσύνη, Ακαδημαϊκή εξουθένωση και Ακαδημαϊκή δέσμευση σε φοιτητές & φοιτήτριες Ειδικής Αγωγής

Abstract

Previous research has shown that students' emotional intelligence is negatively correlated with academic burnout and positively correlated with their academic engagement. The present study tests the hypothesis that academic engagement the predictive relationship of emotional intelligence to academic burnout. Ninety-three special education students participated in the study. Emotional intelligence was measured with the Schutte Emotional Intelligence Scale, academic burnout was measured with the Maslach Burnout Inventory-Student Survey, and academic engagement was measured with the Utrecht Work Engagement Scale-Student Survey. The results showed moderate emotional intelligence, moderate to high academic engagement and rather low academic burnout among the students. Emotional intelligence predicted only personal achievement while academic engagement predicted depersonalization and personal achievement. Finally, academic engagement was found to partially mediate the relationship between emotional intelligence and personal achievement. The results highlight the importance of designing academic interventions that include instructional strategies that enhance students' academic engagement.

Keywords: Academic engagement, academic burnout, emotional intelligence, university students.