The relationship between the classroom environment, trait emotional intelligence, and the level of hope and burnout: insights from Chinese college EFL learners

This study explores the relationship between the classroom environment (CE), trait emotional intelligence (TEI), hope, and burnout among 425 Chinese vocational college students. Data were collected using the Classroom Environment Scale, the Adult Dispositional Hope Scale (ADHS), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), and burnout measures. The results revealed significant associations between TEI, hope, and burnout, with CE playing a pivotal role in influencing hope and burnout levels. These findings offer important insights for educators and policymakers. By fostering a supportive and emotionally engaging classroom environment, educators can enhance students' emotional intelligence, cultivate hope, and mitigate academic burnout. The results underscores the necessity for teacher training programs that emphasize the development of emotional and social competencies to improve classroom dynamics and student success.