Academic demands in postgraduate distance studies and their links with exhaustion and regulation of one’s emotions
DOI:
https://doi.org/10.51660/ripie.v3i1.118Keywords:
academic demands, academic exhaustion, regulation of own emotions, postgraduate education, pre-service teachersAbstract
This work explored the possible antecedents of academic burnout among distance learning postgraduate university students with the aim of establishing initiatives to facilitate greater academic well-being. On the one hand, the associations among academic demands, academic burnout, and the regulation of one's own emotions have been analyzed in a sample of 85 (59 female) postgraduate students from a Spanish university. On the other hand, the potential predictive role of self-emotion regulation on emotional exhaustion beyond the effect of academic demands was analyzed. Finally, the possible differences in academic demands and regulation of one’s own emotions in relation to the level of emotional exhaustion were examined. Considering the results obtained, the need to include aspects that take into account the redesign of academic activities and the emotional needs of graduate students is discussed.
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