The influence of emotional intelligence and resilience on academic burnout of rehabilitation students with mediating effect of stress: A study demands-resources model perspective
Mohammad Taghi Mohseni Takalu, Hossein Rezai, Hooshang Dadgar, Fereshteh Mohseni Takalu, Fatemeh HabibiBACKGROUND:
Academic burnout, conceptualized as an extension of career burnout, manifests in students during the learning process through symptoms such as emotional exhaustion, depersonalization tendencies, and a sense of low personal accomplishment. This study aimed to explore the impact of emotional intelligence (EI), resilience, and stress on academic burnout grounded in the Study Demands-Resources (SD-R) model.
MATERIALS AND METHODS:
A cross-sectional design incorporating structural equation modeling was employed. The sample consisted of 760 rehabilitation students from three medical science universities in Iran, with 27% male and 73% female participants.
RESULTS:
Findings revealed that EI and resilience—both considered academic resources—had significant negative direct effects on academic burnout. In contrast, stress, as an academic demand, demonstrated a significant positive direct effect. Furthermore, both resources exhibited significant indirect effects on academic burnout through the mediating role of stress.
CONCLUSION:
These findings suggest that enhancing students’ EI and resilience may help reduce stress and, consequently, academic burnout. The findings support the extension of the SD-R model by highlighting the interconnected roles of resources and demands within an educational context.