Relationship between emotion regulation skills, emotional intelligence and academic burnout in university students

In the globalizing and transforming world, university students have to cope with many different factors as a result of changing social and technological developments in recent years. They have to cope with intense stress in academic processes, especially in order to obtain a professional title and gain qualifications. In addition, university students face various social problems and gain new social skills in this process. This situation brings about a high level of emotional intelligence in university students for coping with academic burnout processes and various social competencies. In addition, emotion regulation skills constitute a critical coping strategy while coping with these problems. In this study, the relationship between emotion regulation skills, emotional intelligence and academic burnout in university students was investigated. According to the research findings, a positive significant relationship was found between emotion regulation skills and emotional intelligence, a negative significant relationship between emotional intelligence and academic burnout, and a negative significant relationship between emotion regulation skills and academic burnout. In the model test created, emotional intelligence has a partial mediating effect in the relationship between emotion regulation skills and academic burnout. As a result of these findings, emotion regulation skills are an important coping strategy for academic burnout in university students, and it becomes an even stronger coping strategy with the presence of emotional intelligence. Thus, interventions targeting emotion regulation skills and emotional intelligence concepts can have a significant impact in burnout interventions developed for university students.