The emotional intelligence as a buffer for academic burnout and an enhancer of academic engagement

Abstract

Future nursing professionals require comprehensive training that focuses on both theory and the development of emotional skills. The latter refers to the development of Emotional Intelligence, which according to research of the last decade, can equip individuals with how to better cope with the demands of university study and/or the professional environment.  The objective of this quantitative research study was to link levels of emotional intelligence with Academic Burnout and Engagement Syndrome in nursing students at a university of the north of the country. The sample included 189 nursing students, of both sexes, and the research took place between the first and eighth semester of the curriculum map. The results from the random probabilistic sampling showed correlation between openness and emotional management with the two engagement factors of predisposition and satisfaction. Furthermore, by correlating emotional intelligence with Academic Burnout, it became apparent that the only factor that correlated with the three dimensions of Academic Burnout was emotional regulation. In addition, it was shown that the greater the emotional openness, the lesser the exhaustion and the greater personal fulfilment. It was eventually shown that higher levels of Academic Burnout correlated with lower levels of satisfaction with their studies.