The Effectiveness of Emotional Intelligence Training on Self-Efficacy and Academic Burnout of Third-Grade High School Girl Students in Tonekabon

Training emotional intelligence leads to increased awareness of one's self and others, connecting with others, and adapting to the environment that is needed to succeed in meeting social demands. The objective of this study was to determine the effectiveness of emotional intelligence training on the self-efficacy and academic burnout of third grade high school girl students in the city of Tonekabon.

This study was of semi-experimental design with pre-test and post-test, and control group. The statistical population of this study consisted of all third-grade high school girls in Tonekabon city in the academic year 2016-2017. As many as 60 students were selected by cluster random sampling method and then divided into two experimental and control groups. Emotional intelligence training was conducted for the experimental group. Subjects completed general self-efficacy (GSES) and academic burnout questionnaires. Data were analyzed using one-variable covariance analysis and analyzed using SPSS software version 22.

The mean (SD) age of the students was 15.7 (2.8) in the experimental group and 15.2 (2.4) in the control group. The mean (SD) self-efficacy score in the experimental group was 30.5 (5.9) in the pre-test and 35.4 (5.5) in the post-test, with a mean difference of 4.9 points (P<.001);in the control group 30.7 (5.3) and 31.5 (5.9) with a mean difference of 0.8. The mean (SD) score of academic burnout in the experimental group was 40.8 (3.7) in the pre-test and 29.1 (3.4) in the post-test, with a mean difference of 11.7 (P<.001); in the control group 40.6 (3.8) and 39.8 (3.8) with an average difference of 0.76.

The study showed that emotional intelligence training has positive effect on increasing self-efficacy and reducing academic burnout