Abstract :

Anchored in Conservation of Resources theory, this study synthesizes three empirical pathways (emotion regulation, social support and self-efficacy) into a single “emotional intelligence as resource generator” tri-path model that explains both the emergence and the buffering of academic burnout. A narrative meta-integration of ten cross-stage, cross-cultural studies published 2015–2025 reveals that the salience of each pathway shifts with context: emotion regulation dominates in high-pressure roles, social support is amplified in collectivistic campuses, and self-efficacy becomes pivotal under outcome-oriented assessment regimes. Universities should therefore bundle emotional-skills training, resource-sharing platforms, and efficacy-building activities to escape the one-size-fits-all trap. Future work needs longitudinal designs to track how resource spirals evolve across different educational systems, providing both theory and tools for the early identification and precision prevention of academic burnout.

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Keywords :

Emotional intelligence; Academic burnout; Resource conservation; Emotion regulation; Social support; Self-efficacy

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References :

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