Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy

• Autores: María Auxiliadora Durán Durán, Natalio Extremera Pacheco, Lourdes Rey Peña, Pablo Fernández Berrocal, Francisco Manuel Montalbán Peregrín
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 18, Nº. Extra 1, 2006 (Ejemplar dedicado a: Emotional intelligence), págs. 158-164
• Idioma: inglés
• Títulos paralelos:
  • Predicción del burnout académico y el engagement en contextos educativos: evaluación de la validez incremental de la inteligencia emocional percibida controlando el estrés y la autoeficacia general
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 46 Citas
• Resumen
  • español

    Este estudio examina el papel de la Inteligencia Emocional Percibida (IEP) (evaluada con la versión española del Trait Meta-Mood Scale) y de la autoeficacia general como predictores de las dimensiones de burnout y engagement. La contribución única de las dimensiones de la IEP sobre las puntuaciones de burnout y engagement es analizada controlando la influencia de características demográficas, estrés percibido y autoeficacia. Los datos fueron obtenidos de una muestra de 373 estudiantes universitarios españoles (edad media= 21.87 años, DE= 5.82 años) y analizados utilizando regresión jerárquica. Los resultados indicaron la relevancia de la IEP como recurso individual y apoyan la hipótesis del potencial explicativo de este constructo con relación al burnout académico y al engagement independientemente de constructos clásicos que predicen ambos fenómenos como el estrés percibido y la autoeficacia general

  • English

    This study examines the role of Perceived Emotional Intelligence (PEI) (measured by the Spanish version of the Trait Meta-Mood Scale) and general self-efficacy as predictors of burnout and engagement dimensions. The unique contribution of PEI dimensions on the burnout and engagement scores is explored, controlling the influence of demographics characteristics, perceived stress and self-efficacy. Data were collected from a sample of 373 Spanish undergraduate students (mean age= 21.87 yr; SD= 5.82 yr) and analyzed using hierarchical regressions. Results indicate the relevance of PEI as an individual resource and support the hypothesis that this construct accounted for non-overlapping variance on academic burnout and engagement above and beyond classic constructs predicting these criterion measures such as perceived stress and general self-efficacy.

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