Emotional Intelligence as a Factor against Burnout in Female Students and Teachers

Authors

  • Inna M. Leonova Department of Social Psychology, Faculty of Psychology, Taras Shevchenko National University of Kyiv, 2A Academician Glushkov Avenue, 03680, Kyiv, Ukraine
  • Iryna M. Yevchenko Department of Psychology and Pedagogy, Faculty of Pedagogy, National Pedagogical Drahomanov University, 8/14 Turhenivska Street, 01054, Kyiv, Ukraine
  • Andrii M. Masliuk G. S. Kostyuk Psychology Institute, National Academy of the Pedagogical Sciences of Ukraine, 2 Pankivska Street, 01033, Kyiv, Ukraine
  • Kateryna I. Brahina Lesya Ukrainka Volyn National University, Voli Avenue, 43025, Lutsk, Ukraine
  • Halyna V. Salata Department of Information Technologies, Faculty of Information Policy and Cyber Security, Kyiv National University of Culture and Arts, 36 Yevhen Konovalets Street, 01601, Kyiv, Ukraine

DOI:

https://doi.org/10.6000/2292-2598.2021.09.03.4

Keywords:

Emotional competencies, emotional maturity, self-regulation, self-efficacy, professional stress

Abstract

A joint analysis of the concepts of "emotional intelligence" and "burnout" allows finding new ways to protect against the adverse effects of chronic stress. It is known that emotional competencies are determined by gender and gender, but this aspect needs to be clarified. A longitudinal study was conducted in a female sample (575 students and 96 teachers from different regions of Ukraine) to determine the dynamics of burnout in calm and stressful periods and trace the correlation of symptoms with emotional abilities. The structural components of emotional intelligence (reflection, self-regulation, empathy, expressiveness, and acceptance of one's own emotions) and manifestations of burnout were measured; three diagnostic sections were made at the beginning of the academic year, after the winter and spring examination sessions. Significant growth of all burnout indicators during the annual training cycle (MANOVA) was recorded. The effect of the accumulation of fatigue (exhaustion) was robust in teachers and graduate students. At the same time, after the session, students grew a sense of self-efficacy, compensating for the resources spent. Comparison of means in six subsamples of students in grades 1-5 and teachers (ANOVA) showed that structural changes in emotional competencies describe the adaptive potential of a certain age period. The developed empathy and self-regulation are the main signs of women's emotional maturity after graduation. The structure of correlations between burnout parameters and emotional competencies differed in different groups. The most significant contribution to preventing burnout in students is made by reflection and self-regulation, in teachers — by self-regulation, empathy, and acceptance of one's feelings. The negative correlation between emotional abilities and symptoms of burnout is exacerbated during times of stress. It is concluded that there are two mechanisms of the protective influence of emotional intelligence: direct, which prevents exhaustion by controlling and regulating negative emotions, and indirect, through a sense of self-efficacy resulting from the successful overcoming of professional challenges.

References

Maslach C, Jackson SE. The measurement of experienced burnout. J Occup Behav 1981; 2: 99-113. https://doi.org/10.1002/job.4030020205

Maslach C, Leiter MP. Understanding the burnout experience: recent research and its implications for psychiatry. World Psychiatry 2016; 15(2): 103-11. https://doi.org/10.1002/wps.20311

Hakanen JJ, Schaufeli WB. Do burnout and work engagement predict depressive symptoms and life satisfaction? A three-wave seven-year prospective study. J Affect Disord 2012; 141(2-3): 415-24. https://doi.org/10.1016/j.jad.2012.02.043

Maslach C. Finding solutions to the problem of burnout. Consult Psychol J 2017; 69(2): 143-152. https://doi.org/10.1037/cpb0000090

Schaufeli WB, Leiter MP, Maslach C. Burnout: 35 years of research and practice. Career Dev Int 2009; 14: 204‐20. https://doi.org/10.1108/13620430910966406

Salovey P, Mayer JD. Emotional intelligence. Imagin Cogn Pers 1990; 9(3): 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Goleman D. Emotional intelligence: Why it can matter more than IQ. New York: Bantam 2005.

Bar-On R. The Bar-On model of emotional-social intelligence. Psicothema 2006; 18(1): 13-25.

Boyatzis RE, Goleman D, Rhee K Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI)s. In Bar-On R, Parker JDA, editors. Handbook of emotional intelligence. San Francisco: Jossey-Bass, 2000; p. 343-362.

Mayer JD, Salovey P, Caruso DR, Sitarenios G. Measuring emotional intelligence with the MSCEIT V2.0. Emotion 2003; 3(1): 97-105. https://doi.org/10.1037/1528-3542.3.1.97

Petrides KV, Furnham A. On the dimensional structure of emotional intelligence. Pers Individ Differ 2000; 29(2), 313-20. https://doi.org/10.1016/S0191-8869(99)00195-6

Saarni C. The development of emotional competence. New York: Guilford Press, 1999.

Chebykin OY. Diagnosis of socio-psychological features of the emotional sphere of personality. Emotional regulation of educational activities: A collection of materials of the all-union conference. Moscow: USSR Academy of Sciences, 1988.

Chebykin OY, Pavlova IH. Formation of emotional maturity of a personality. Odesa: SVD Cherkasov, 2009.

Sannikova OP. Emotionality in the personality structure. Odesa: Khors, 1995.

Kharchenko AO. Psychological features of the structure of traumatic emotional experience of demobilized combatants in Ukraine with post-stress psychological maladaptation [dissertation]. Kharkiv, Ukraine: V N Karazin Kharkiv National University, 2019.

Kocharian OS, Piven MA. Features of the organization of the emotional sphere of the individual with different levels of emotional maturity. Bulletin of VN Karazin Kharkiv National University. Series: Psychology 2014; 55(1110): 27-31.

Alavinia P, Ahmadzadeh T. Toward a reappraisal of the bonds between emotional intelligence and burnout. Engl Lang Teach 2012; 5(4): 37-50. https://doi.org/10.5539/elt.v5n4p37

Karakus M. Emotional intelligence and negative feelings: A gender specific moderated mediation model. Educ Stud 2013; 39(1): 68-82. https://doi.org/10.1080/03055698.2012.671514

Przybylska I. Emotional intelligence and burnout in the teaching profession. New Educ Rev 2016; 43(1): 41-52. https://doi.org/10.15804/tner.2016.43.1.03

Szczygiel DD, Mikolajczak M. Emotional intelligence buffers the effects of negative emotions on job burnout in nursing. Front Psychol 2018; 9: 2649. https://doi.org/10.3389/fpsyg.2018.02649

Durán A, Extremera N, Rey L. Self-reported emotional intelligence, burnout and engagement among staff in services for people with intellectual disabilities. Psychol Rep 2004; 95(2): 386-90. https://doi.org/10.2466/pr0.95.2.386-390

Gong Z, Chen Y, Wang Y. The influence of emotional intelligence on job burnout and job performance: mediating effect of psychological capital. Front Psychol 2019; 10: 2707. https://doi.org/10.3389/fpsyg.2019.02707

Cazan AM, Nastasa LE. Emotional intelligence, satisfaction with life and burnout among university students. Procedia Soc Behav Sci 2015; 180: 1574-8. https://doi.org/10.1016/j.sbspro.2015.02.309

Fiorilli C, Farina E, Buonomo I et al. Trait emotional intelligence and school burnout: the mediating role of resilience and academic anxiety in high school. Int J Environ Res Public Health 2020; 17(9): 3058. https://doi.org/10.3390/ijerph17093058

Hanafi A. The effect of emotional intelligence on burnout and the impact on the nurses’ service quality. J Econ Bus Account Ventura 2016; 19(1): 69-78. https://doi.org/10.14414/jebav.v19i1.530

Zysberg L, Orenshtein C, Gimmon E, Robinson R. Emotional intelligence, personality, stress, and burnout among educators. Int J Stress Manag 2017; 24(S1): 122-36. https://doi.org/10.1037/str0000028

Shkoler O, Tziner A. The mediating and moderating role of burnout and emotional intelligence in the relationship between organizational justice and work misbehavior. J Work Organ Psychol 2017; 33(2): 157-64. https://doi.org/10.1016/j.rpto.2017.05.002

Petrides KV, Furnham A. The role of trait emotional intelligence in a gender-specific model of organizational variables. J Appl Soc Psychol 2006; 36(2): 552-69. https://doi.org/10.1111/j.0021-9029.2006.00019.x

Brudnik M. Professional burnout in female and male physical education teachers - a four-phase typological model. Hum Mov 2011; 12(2): 188-95. https://doi.org/10.2478/v10038-011-0018-6

Piven MA. Structural features of emotional maturity of the person [dissertation]. Kharkiv, Ukraine: National Aerospace University named after M. E. Zhukovsky "Kharkiv Aviation Institute", 2016.

Vodopyanova NE, Starchenkova ES, Nasledov AD. Standardized questionnaire "Professional burnout" for specialists in socionomic professions. Bulletin of St. Petersburg University. Series 12: Psychology. Sociology. Pedagogy 2013; 4: 17-27.

World Health Organization [homepage on the Internet]. Geneva, Switzerland: World Health Organization (2020). ICD-11 for mortality and morbidity statistics (Version: 09/2020). [updated 2020 Sept 01; cited 2021 Mar 15]: Available from: http: //id.who.int/icd/entity/129180281

Leiter MP, Maslach C. Areas of Worklife: A structured approach to organizational predictors of job burnout. In: Perrewé PL, Ganster DC, editors, Research in occupational stress and well-being: Vol. 3. Emotional and physiological processes and positive intervention strategies. Oxford: Elsevier Science/JAI Press, 2004; p. 91-134. https://doi.org/10.1016/S1479-3555(03)03003-8

Mosiichuk VV. Normative crisis of the professional preparedness: psychological features of the feeling. Problems of Modern Psychology. Collection of research papers of Kamianets-Podilskyi Ivan Ohienko National University, G.S. Kostiuk Institute of Psychology at the National Academy of Pedagogical Science of Ukraine 2014; 25: 280-92.

Palamar B, Gruzeva T, Palamar S, Tukaev S, Rudichenko V, Misai A. The risk of developing emotional burnout in students in terms of public health. Clin Prev Med 2020; 3(13): 12-21. https://doi.org/10.31612/2616-4868.3(13).2020.02

Molero PP, Ortega FZ, Ubago Jiménez JL, Valero GG. Influence of emotional intelligence and burnout syndrome on teachers well-being: A systematic review. Soc Sci 2019; 8(6): 1-12. https://doi.org/10.3390/socsci8060185

Chepelieva NO. Psychological features of emotional burnout of teachers of higher educational institutions [dissertation]. Odesa, Ukraine: Odesa I. Mechnikov National University, 2010.

Klusmann U, Richter D, Lüdtke O. Teachers’ emotional exhaustion is negatively related to students’ achievement:

Evidence from a large-scale assessment study. J Educ Psychol 2016; 108(8): 1193-203. https://doi.org/10.1037/edu0000125

Hobfoll SE, Freedy J. Conservation of resources: A general stress theory applied to burnout. In: Schaufeli WB Maslach C, Marek T, editors, series in applied psychology: social issues and questions. Professional burnout: recent developments in theory and research. New York: Taylor & Francis 1993; p. 115-133. https://doi.org/10.4324/9781315227979-9

Hobfoll SE The influence of culture, community, and the nested-self in the stress process: Advancing conservation of resources theory. Appl Psychol Int Rev 2001; 50(3): 337-70. https://doi.org/10.1111/1464-0597.00062

Cherniss C. Social and emotional competence in the workplace. In: Bar-On R, Parker JDA, editors, The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace. San Francisco: Jossey-Bass 2000; p. 433-458.

Pavlova IH. Development of emotional maturity of students-future psychologists. Sci Ed 2015; 3: 73-5.

Published

2021-06-01

How to Cite

Leonova, I. M. ., Yevchenko, I. M. ., Masliuk, A. M. ., Brahina, K. I. ., & Salata, H. V. . (2021). Emotional Intelligence as a Factor against Burnout in Female Students and Teachers . Journal of Intellectual Disability - Diagnosis and Treatment, 9(3), 280–293. https://doi.org/10.6000/2292-2598.2021.09.03.4

Issue

Section

General Articles