The Effectiveness of Emotional Intelligence Skills Training on Academic Enthusiasm, Burnout and Self-Regulation in Prodigal Students

The aim of this study was to determine the effectiveness of emotional intelligence skills training on procrastination, burnout and academic self-regulation of procrastinating students.

The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all third grade male high school students in the academic year 1399-1398 in Shabestar. Thirty negligent students were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data collection tools were questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Analysis of covariance with SPSS22 software was used to analyze the data.

Training of emotional intelligence skills on reducing academic burnout with an effect size of 0.18 (at the level of p <0.05), on increasing academic motivation with an effect size of 0.22 (at the level of p <0.05) and on students' academic self-regulation with an effect size The effect of 0.23 (at the level of p <0.05) was effective and significant.

Burnout, enthusiasm and academic self-regulation of students can be changed by using educational interventions, especially empowerment of emotional skills, and these interventions in academic fields can be the basis for students' psychological well-being.