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

Abstract

Future nursing professionals require comprehensive training that includes theoretical aspects and the development of emotional skills. The latter refer to the development of emotional intelligence, which, according to the research of the last decade, would have a relationship with a better adjustment to the demands of the university and / or work environment. The objective of this research was to relate the levels of emotional intelligence with the levels of Burnout Syndrome and academic Engagement in nursing students from a university in the north of the country, through a quantitative, correlational, non-experimental, cross-sectional study. The sample consisted of 189 nursing students, of both sexes, studying between the first and eighth semesters of the academic course, where a random probability sampling was carried out. The results showed a correlation between the clarity and emotional regulation factors with both Engagement factors (predisposition and satisfaction). On the other hand, when correlating emotional intelligence with academic burnout, it was evidenced that the only factor that correlated with the 3 dimensions of burnout was emotional regulation. In addition, it was shown that the greater the emotional clarity the lower the exhaustion and the greater the personal fulfillment. Finally, it was shown that higher levels of Burnout correlated with lower levels of satisfaction with the studies.