The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

中文翻译：

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学生的特质情绪智力和感知的教师情感支持在防止倦怠方面：学业焦虑的调节作用。

当前的研究试图调查特质情绪智力和感知的教师情绪支持在学校倦怠中的作用。此外，研究了学术焦虑在这些关系中的调节作用。这项研究涉及493名年龄在14-19岁之间（M = 16.27，SD = 1.48）的意大利高中学生（女性占81.9％）。执行潜在的缓和结构方程方法以测试假设的模型。结果表明，特质情绪智力和教师情感支持与学校倦怠呈负相关。此外，学术上的焦虑减轻了教师感知的情感支持与学校倦怠之间的关系。具体而言，当焦虑水平很高时，被感知的教师情感支持对倦怠的保护作用就会减弱。