Emotional Contagion and Student Burnout: The Role of Extraversion

In technology-mediated educational environments, both teachers and students face challenges such as ongoing adaptation, multitasking, and engagement with AI-enabled learning tools and digital platforms. These challenges frequently deplete students' energy and increase stress, which can ultimately lead to burnout. The present study examines whether extraversion moderates the relationship between emotional contagion and student burnout. Data were collected from 247 engineering students at private educational institutions using a survey questionnaire. The proposed moderation model was tested through linear regression analysis. Results indicate that emotional contagion is positively and significantly associated with student burnout, while trait extraversion demonstrates a substantial negative relationship with Burnout. Furthermore, extraversion moderates the relationship between emotional contagion and Burnout. This research contributes to the literature by highlighting the critical role of emotional contagion, particularly within AI-supported learning environments. Drawing on Conservation of Resource Theory, Job Demand–Resource (JD-R) Theory of Burnout, and Emotional Contagion Theory, the study's model was empirically tested. The findings offer educators and institutions valuable insights for implementing technology-based interventions that reduce emotional strain and foster a healthier, increasingly sustainable learning environment.