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.
Shengli Dong (Thu,) studied this question.