Resumen

HUAMAN MURILLO, Jesica Pamela. Impact of academic burnout and academic commitment on emotional intelligence in students of a national university in Cajamarca, 2024. e-Rev. Multidiscip. Saber [online]. 2024, vol.2, e-RMS06112024.  Epub 13-Dic-2024. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v2i.102.

The present study aimed to determine the incidence of academic burnout and academic engagement on the emotional intelligence of students at a national university in Cajamarca during the year 2024. A quantitative approach with a non-experimental correlational design was used, applying three standardized tests: the Maslach Burnout Inventory - Student Survey (MBISS), the Utrecht Academic Engagement Scale (UWES-S) and the TMMS-24 Emotional Intelligence questionnaire, to a total of 383 students. The results revealed a positive relationship between the variables studied and the emotional attention dimension, with a value of p = 0.000 and r = 0.886. A significant correlation was also evident between the independent variables and the emotional clarity dimension (p = 0.000; r = 0.976), as well as between burnout and academic engagement in relation to the emotional repair dimension (p = 0.000; r = 0.903). These findings indicate a strong connection between the variables, suggesting that both burnout and academic engagement significantly influence students' emotional intelligence. In conclusion, it is established that both factors have a positive and significant impact on emotional intelligence, explaining 90% of the variance. This highlights their importance in emotional development within the academic context and suggests that it is essential to implement strategies that address academic burnout and foster academic engagement to improve emotional intelligence and, therefore, the general well-being of students.

Palabras clave : Academic burnout; academic engagement; emotional intelligence; stress; prevention.

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