Emotional exhaustion, self-esteem, and satisfaction with studies in university students
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Abstract
The implementation of the European Higher Education Area (EHEA) has produce big changes for teacher in terms of new ways of teaching, also it has generated new forms of learning for students. As a result, teachers have to think teams collaboratively to enhance the lessons taught in the university context. It is being one of the elements that drives innovation and making research in education. One result of all these innovations has been to foster the opportunity to agree on new choreography and teaching environments. As a consequence we can create more affective and positive spaces in which they feel more freedom and psychological security to meet their studies. Emotional competence that students have along their learning process can be a brake element to academic stress and burnout attitude (burnout). As a consequence it has a positive attitude toward learning and performing tasks. Therefore this paper seeks to examine the relationship between emotional exhaustion, self-esteem and satisfaction with studies of university students. To do this, we used the Emotional Exhaustion Scale (ECE) in college students Ramos, Manga, and Moran (2005). The results allowed to verify the relationship of emotional variables to the degree of satisfaction with the studies, both will be reflected along the learning process of college students.
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