摇摆但保持稳定:禁闭、在线课程、学生的情商和倦怠

IF 0.2 Q4 PHARMACOLOGY & PHARMACY
Priyanka Krishnamoorthy, K. Kosalram
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引用次数: 0

摘要

背景:职业倦怠是一种压力引起的综合症,主要影响青少年。一些环境和个人因素会导致倦怠及其严重后果,包括消耗、睡眠障碍和抑郁。目的:我们的研究考察了COVID封锁对情商、学业倦怠和学业成绩的影响。资料与方法:对471名在校学生进行问卷调查。采用随机表法进行简单随机抽样。参与者完成问卷调查,包括学业倦怠的评估(疲劳、玩世不恭和效能)。结果:研究人群中女性占59%,男性占41%。平均年龄15.5±1.26岁。犬儒主义的平均得分为10.06±3.8分。学业效能的平均得分为20.71±4.63。情绪衰竭评分男女平均差异无统计学意义(P = 0.063)。男女在玩世不恭得分上的平均差异无统计学意义(P = 0.730)。学业效能和总分的男女平均差异有统计学意义(P < 0.001)。结论:研究结果表明,在COVID-19封锁期间,情绪智力与倦怠密切相关。适应性应对、心理健康和乐观有助于防止学业倦怠,从而对学业成绩产生积极影响。应该讨论干预措施和未来的研究意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Rocking the boat but keeping it steady: Lockdown, online classes, emotional intelligence and burnout among students
Background: Burnout is a stress-induced syndrome that predominantly affects adolescents. Some environmental and personal factors can contribute to the onset of burnout and its severe consequences, including attrition, sleep disorders, and depression. Objective: Our study examined the impact of the COVID lockdown on emotional intelligence, academic burnout, and academic performance. Materials and Methods: Data were collected from a sample of 471 school-going students. Participants are selected by simple random sampling by the randomization table technique. Participants completed questionnaires, including the evaluation of academic burnout (exhaustion, cynicism, and efficacy). Results: Among the study population, 59% were females, and 41% were males. The mean age was 15.5 ± 1.26 years. The mean score for Cynicism was 10.06 ± 3.8. The mean score for Academic Efficacy was 20.71 ± 4.63. The mean difference in Emotional Exhaustion Score between males and females was not statistically significant (P = 0.063). The mean difference in Cynicism Score between males and females was not statistically significant (P = 0.730). The mean difference between males and females was statistically significant in the Academic Efficacy and Total scores (P < 0.001). Conclusion: The findings suggest that emotional intelligence strongly correlates with burnout during the COVID-19 lockdown. Adaptive coping, mental health, and optimism help prevent academic burnout and consequently positively affect academic performance. Intervention and future research implications should be discussed.
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