Approaching the relationship between emotional intelligence, burnout and academic commitment in students of compulsory secondary education

Introduction: In the educational process of children and adolescents in schools, there are many personal and contextual situations that significantly affect the students in their school stage. In this way, variables such as emotional intelligence, burnout and academic engagement play a fundamental role in the school life of adolescent students. The objective of this work was to analyze the relationship between emotional intelligence, burnout and academic engagement in a sample of 1756 students belonging to 12 public secondary education centers. Method: The study was composed of 1756 students belonging to 12 public compulsory secondary education (ESO) centers. The present work consisted of an ex post-facto prospective study with a simple descriptive design, responding to a simple random sampling. The instruments used were the Spanish versions of the Traid Meta-Mood Scale-24 (TMMS-24), the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Utrecht Work Engagement Scale-Student (UWES-S). Results: The results showed positive relationships between the dimensions of emotional intelligence and academic engagement in the same way that negative burnout. In add, physical and emotional exhaustion and cynicism negatively predicted emotional intelligence at the same time that vigor, dedication and absorption did it positively. Discussion or Conclusion: The importance of the promotion of adaptive behaviors and emotional skills that improve school performance and the academic life of students in their educational centers was revealed.