THE RELATIONSHIP BETWEEN THE EMOTIONAL INTELLIGENCE AND BURNOUT SYNDROME AMONG UNIVERSITY STUDENTS

Na identične životne situacije pojedinci mogu doživjeti različite emocionalne reakcije. Tako će i studenti imati različite emocionalne reakcije na putu ostvarivanja akademskih ciljeva. Student je u obrazovnom sustavu izložen brojnim akademskim zahtjevima, a na njihovo ostvarivanje utječu emocionalne reakcije koje su posebno izražene u vrijeme ispitnih rokova. Dugotrajan stres koji se kod studenata može pojaviti kao posljedica izloženosti ispitima, dovodi do procesa izgaranja što rezultira smanjenjem učinkovitosti te slabijom koncentracijom. Ono se javlja na razini pojedinca, a hoće li student uspjeti uspjeti smanjiti razinu izgaranja ovisit će i o razini emocionalne inteligencije. Usavršavanje emocionalnih vještina ima pozitivan utjecaj na pojedinca što bi u konačnici moglo utjecati i na smanjenje akademskog sagorijevanja. U svrhu utvrđivanja povezanosti emocionalne inteligencije i sindroma sagorijevanja kod studenata provedeno je istraživanje putem online anketnog upitnika. Empirijsko istraživanje izvršeno je na uzorku od 172 studenta Sveučilišta u Zagrebu. Početni dio anketnog upitnika obuhvaća ispitivanje razine emocionalne inteligencije, zatim u drugom dijelu slijedi utvrđivanje razine sindroma sagorijevanja, treći dio odnosi se na metode nošenja sa stresom, četvrti dio na zadovoljstvo životom studenata, a peti dio obuhvaća sociodemografske i profesionalne karakteristike sudionika istraživanja. Obrada podataka prikupljenih kroz istraživanje pokazala je kako studenti Sveučilišta u Zagrebu imaju iznadprosječnu razinu emocionalne inteligencije popraćenu niskom razinom sindroma sagorijevanja. Ujedno je potvrđena veza između dvije ispitivane varijable kod studenata, odnosno kako raste razina emocionalne inteligencije, tako pada razina sindroma sagorijevanja.Individuals can experience different emotional reactions to identical life situations. Thus, students will also have different emotional reactions during achieving their academic goals. The student is exposed to a number of academic requirements in the education system, and their fulfilment is influenced by emotional reactions that are especially pronounced at the time of exam deadlines. Long-term stress that can occur in students as a result of exposure to exams, leads to the process of burnout, which results in a decrease in efficiency and weaker concentration. It occurs at the level of the individual, and whether the student will be able to reduce the level of burnout will also depend on the level of emotional intelligence. Improving emotional skills has a positive impact on the individual, which could ultimately affect the reduction of academic burnout. In order to determine the link between emotional intelligence and burnout syndrome in students, research was conducted through an online questionnaire. Empirical survey was conducted on a sample of 172 students of the University of Zagreb. The initial part of the questionnaire includes testing the level of emotional intelligence, followed by the determination of the level of burnout syndrome in the second part, the third part explores the methods of coping with stress, the fourth part focuses on satisfaction with life of the students, and the fifth part includes the sociodemographic and professional characteristics of the participants of the study. The processing of the data collected through the research showed that students of the University of Zagreb have an above average level of emotional intelligence accompanied by low levels of burnout syndrome. This confirmed the link between the two variables studied among students, that is, as the level of emotional intelligence rises, the level of the burnout syndrome decreases