Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts

Trait Emotional Intelligence and School Burnout: The Mediating Role of Resilience and Academic Anxiety in High School

“…In other words, positive emotional perceptions are a barrier to the experiencing of school burnout in a process that is mediated via low anxiety and high resilience. These results are in line with existing literature (partly reviewed in Petrides, Sanchez-Ruiz, Siegling, Saklofske, and Mavroveli [7]) showing that lower TEI students are more likely to experience anxiety when dealing with challenging school events, which in turn enhances their overall risk of school burnout [48]. Other scholars have posited that constructs related to emotional intelligence can prevent maladjustment and perceived stress through enhancing resilience in the academic context [48][49][50][51].…”

“…Consistent with the existing literature (e.g., [30,40]), age was positively linked to school burnout levels, indicating that students are more likely to experience burnout as they progress into the higher and more challenging levels of secondary education. With respect to the lack of a relationship between age and TEI, the limited age-range of the sample may well have played a decisive role, since it does not allow for an examination of underlying trends from childhood into young adulthood (for a review, [7]; see also [60]).…”

“…According to its first conceptualization, TEI is conceived of as a distinct component of people's personality [3,5]. Subsequent studies have largely proven that TEI is an emotion-related self-perception distinguishable from cognitive and emotional abilities [6][7][8]. Rather, the construct involves dispositional variables deriving, for example, from childhood temperament [9,10], and genes [11].…”

Students’ Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety

“…Students with higher trait emotional intelligence were more shielded against school burnout than their counterparts. Consistent with previous findings, indeed, students with high emotional self-efficacy, by using the correct emotional strategies, are more likely to handle the emotional burden related to school demands and are less inclined to feel overwhelmed (e.g., [27,96]). Furthermore, perceived teacher emotional support was negatively related to school burnout.…”

“…Despite this, later studies have shown that the two constructs do not strongly correlate with each other and that their different associations with the same variables could be reflective of different processes [24][25][26]. A recent literature review by Petrides and colleagues [27] has deepened the relationship between trait emotional intelligence and adjustment in school contexts. In detail, students with high trait emotional intelligence report higher prosocial behaviors towards teachers and peers, lower rates of unauthorized absences, and have been less expelled from school than their low emotionally intelligent peers, thus reflecting a higher school adaptation [28][29][30].…”