The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners

Abstract The current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age 19.7 years) completed two questionnaires, one administered at beginning of semester (i.e., baseline), end follow-up). Structural equation modeling revealed that TEI factors predicted negatively while stress strongly burnout. Cluster analysis ANOVA with high reported significantly lower scores for burnout higher agentic) compared to low TEI. In addition, exhaustion increased baseline follow-up but not For TEI, inadequacy decreased whereas follow-up. Results suggest increasing may reduce among language learners context.