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情绪智力与学习倦怠的相关关系：情绪调节自我效能感的中介作用

The Correlation between Emotional Intelligence and Learning Burnout: The Mediating Role of Emotion Regulation Self-efficacy

Psychology of China / 2026,8(1): 122-128 / 2026-01-27 30 17

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• Authors: 董胜利
• Information:

  新疆师范大学，新疆

• Keywords:
  Emotional intelligence; Learning burnout; Emotion regulation self-efficacy
  情绪智力; 学习倦怠; 情绪调节自我效能感
• Abstract: This study aimed to investigate the relationship between emotional intelligence and learning burnout among university students, with a focus on examining the mediating role of emotion regulation self-efficacy. Using convenience sampling, participants were selected from a university in Xinjiang. Data were collected using the Emotional Intelligence Scale (EIS), the Regulatory Emotional Self-Efficacy Scale (RES), and the College Student Learning Burnout Scale. SPSS 25.0 was employed for descriptive statistics, correlation analysis, and mediation effect testing. The findings revealed that: (1) Emotional intelligence was significantly negatively correlated with learning burnout (p<0.001); (2) There was a significant positive correlation between emotional intelligence and emotion regulation self-efficacy (p<0.001); (3) Emotion regulation self-efficacy was significantly negatively correlated with learning burnout (p<0.001); (4) Bootstrap analysis further confirmed that emotion regulation self-efficacy played a significant partial mediating role in the relationship between emotional intelligence and learning burnout, accounting for 33.76% of the total effect. These results indicate that enhancing university students’ emotional intelligence helps alleviate learning burnout, and strengthening their emotion regulation self-efficacy is a key psychological mechanism in this pathway. This study provides empirical evidence and theoretical support for the development of mental health education and intervention strategies targeting learning burnout in higher education institutions. 本研究旨在探究大学生情绪智力与学习倦怠之间的关联机制，并重点检验情绪调节自我效能感在二者关系中的中介作用。研究采用便利抽样选取新疆某高校大学生为被试，分别使用情绪智力量表（EIS）、情绪调节自我效能感量表（RES），以及大学生学习倦怠量表收集数据，并借助SPSS25.0进行描述性统计、相关分析及中介效应检验。研究结果表明：（1）情绪智力与学习倦怠呈显著负相关（p<0.001）；（2）情绪智力与情绪调节自我效能感之间存在显著正相关（p<0.001）；（3）情绪调节自我效能感与学习倦怠之间呈显著负相关（p<0.001）；（4）Bootstrap分析进一步确认情绪调节自我效能感在情绪智力影响学习倦怠的过程中发挥显著的部分中介作用，中介效应占总效应的33.76%。上述发现表明，提升大学生的情绪智力水平有助于缓解其学习倦怠，而增强其情绪调节自我效能感是这一影响路径中的关键心理机制。本研究为高校心理健康教育与学习倦怠干预策略的制定提供了实证依据与理论支持。
• DOI: https://doi.org/10.35534/pc.0801020 (registering DOI)
• Cite: 董胜利. (2026). 情绪智力与学习倦怠的相关关系: 情绪调节自我效能感的中介作用. 中国心理学前沿, 8 (1), 122-128.