The Relationship between Academic Burnout and Academic Self-Handicapping with Mediation of Emotional Intelligence

Subject Areas : Journal of Excellence in counseling and psychotherapy

Shahrbano  Yazdani ¹ (PhD Student, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran.)
Behrang  Esmaeilishad ² (Assistant Professor, Department of Educational Sciences, Bojnourd Branch, Islamic Azad University, Bojnourd, Iran)

Received: 2020-06-28 Accepted : 2022-03-19 Published : 2022-05-22

Keywords: emotional intelligence, academic self-handicapping, Educational Burnout,

Abstract :

Purpose: The purpose was the investigation of relationship between academic burnout and academic self-handicapping with mediation of emotional intelligence. Methodology: The study is applied in terms of purpose. As for methodology is a descriptive and correlational. The statistical population consists of 105 physical education students of North Khorasan Islamic Azad University in Academic year 2016-17. Based on the Cochran's formula, 83 person were selected by stratified random sampling based on their degree. The Brosseau’s academic burnout inventory (1997), Jones and Rodwellt’s academic self-handicapping questionnaire (1982), and Wizinger's Emotional Intelligence questionnaire (1998) were used. Data analysis was analyzed using structural equations and SPSS 21 and Pls 3 software. Finding: Findings showed that academic burnout and academic self-disability of students are moderate and emotional intelligence is desirable. Academic burnout has a positive relationship with academic self-handicapping, ie it has a positive effect on its increase. Emotional intelligence is negatively related to academic burnout and self-handicapping, ie it has a reduction effect. Conclusion: To reduce academic self- handicapping, students' emotional intelligence should be strengthened to reduce academic burnout.