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

Romano, Luciano; Tang, Xin; Hietajärvi, Lauri; Salmela‐Aro, Katariina; Fiorilli, Caterina

doi:10.3390/ijerph17134771

Cited by 68 publications

(65 citation statements)

References 118 publications

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“…The life style of primary school students is simple, the scope of activities is mainly school and home, and the learning stress mainly comes from school and parents ( Moyano et al, 2020 ). To understand the real situation of primary school students’ mathematical academic burden, it must be looked at from three aspects – students, parents, and teachers – to find the root of the current situation of primary school students’ burden, and to put forward improvement suggestions and feasible measures and to discuss the impact of heavy mathematics academic stress on primary school students’ physical and mental health ( Romano et al, 2020 ).…”

Section: Methodsmentioning

confidence: 99%

The Analysis of Mathematics Academic Burden for Primary School Students Based on PISA Data Analysis

Wang¹

2021

Front. Psychol.

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To explore the impact of academic burden on the physical and mental health of primary school students, combined with the results of the Programme for International Student Assessment (PISA) report in 2018, the relationship among the development of mathematical literacy, mathematics academic burden, and the physical and mental health of primary school students is studied. First, the relationship between mathematical literacy and mathematics anxiety is analyzed, and related influencing factors and measurement methods of mathematics anxiety are introduced. A questionnaire is then designed for primary school students’ mathematical stress, and the reliability and validity of the designed questionnaire are tested. Finally, a questionnaire survey is conducted on students, parents, and teachers in the third, fourth, and fifth grades of three standardized public primary schools. The results of the questionnaire survey show that students, teachers, and parents have a general understanding of the mathematics academic burden of primary school students at this stage. A total of 70% of teachers believe that primary school students have a heavy mathematics burden; 50% of parents think that primary school students are under heavy academic stress; 70% of primary school students believe that the heavy mathematics burden leads to reduced sleep time and extracurricular activities, which has a serious impact on the physical and mental health of primary school students. This research provides a reference for improving the current balance between education and students’ physical and mental health in China.

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Section: Methodsmentioning

confidence: 99%

The Analysis of Mathematics Academic Burden for Primary School Students Based on PISA Data Analysis

Wang¹

2021

Front. Psychol.

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“…Besides, adolescents are also expected to be high performers during their school years. For instance, they know right away that they have to study hard to prepare for the final examination at the end of their track, which is often crucial for being admitted to high-profile universities (e.g., [ 19 ]). This kind of continuous and taxing pressure could lead some pupils to experience several emotional and academic maladjustments (e.g., [ 20 , 21 ]).…”

Section: Introductionmentioning

confidence: 99%

“…To our knowledge, two previous studies addressed this issue, showing that perceived teacher emotional support and its dimensions were significantly and negatively related to high school students’ burnout. However, both studies used the cross-sectional approach [ 19 , 30 ].…”

Section: Introductionmentioning

confidence: 99%

The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings

Romano

Angelini

Consiglio

et al. 2021

IJERPH

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School burnout is linked to relevant adverse consequences for students’ academic careers. Thus, several authors have focused on the internal and external factors that reduce burnout, highlighting the role of teachers’ support. Nonetheless, few studies addressed how students’ perception of teachers’ emotional support protects them from school maladaptive behaviors. The present study aimed to longitudinally investigate in a final sample of 295 Italian high school students (F = 78.6%; M = 15.78, SD = 1.48) the protective role of students’ perception of teachers’ emotional support dimensions on school burnout across a school year. We expected that teachers’ emotional support dimensions had a significant inverse effect on students’ burnout. We preliminarily investigated the study variables’ associations and whether the mean levels of burnout dimensions increased throughout the school year. Correlation analysis supported the associations among the study variables, and repeated-measures analysis of variance (ANOVA) analyses highlighted that the mean levels of school burnout dimensions increased over time. Moreover, hierarchical multiple regression analyses have shown that at the beginning of the school year (T1), the teacher sensitivity dimension significantly and inversely affected emotional exhaustion by the end of the school year (T2). Our findings shed light on the role played by teacher emotional support and give suggestions on which specific facet should have to be improved to shield students from later burnout-related exhaustion.

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“…Similarly, preventing teacher burnout has been linked to decreases in disruptive behavior among students and greater general stability of the classroom [ 50 , 51 , 52 ], as well as student motivation and academic commitment [ 53 , 54 , 55 , 56 ]. Teachers with low stress levels and no burnout symptoms and classes with high coping skills have been associated with enriched student outcomes [ 57 , 58 , 59 , 60 , 61 , 62 ].…”

Section: Introductionmentioning

confidence: 99%

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Pozo-Rico

Corbí

Izquierdo

et al. 2020

IJERPH

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Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.

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

Cited by 68 publications

References 118 publications

The Analysis of Mathematics Academic Burden for Primary School Students Based on PISA Data Analysis

The Analysis of Mathematics Academic Burden for Primary School Students Based on PISA Data Analysis

The Effect of Students’ Perception of Teachers’ Emotional Support on School Burnout Dimensions: Longitudinal Findings

Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

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