Emotional Intelligence, Bullying, and Cyberbullying in Adolescents

Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescen...

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Published inInternational journal of environmental research and public health Vol. 16; no. 23; p. 4837
Main Authors Méndez, Inmaculada, Jorquera, Ana Belén, Ruiz-Esteban, Cecilia, Martínez-Ramón, Juan Pedro, Fernández-Sogorb, Aitana
Format Journal Article
LanguageEnglish
Published Switzerland MDPI AG 02.12.2019
MDPI
Subjects
Adaptation, Psychological
Adolescent
Adolescent Behavior - psychology
Aggressiveness
Behavior
Bullying - psychology
Child
Crime Victims - psychology
Crime Victims - statistics & numerical data
Cross-Sectional Studies
Cyberbullying
Cyberbullying - psychology
Education
Emotional Intelligence
Emotions
Empathy
Families & family life
Female
Humans
Male
Prevention
Questionnaires
School violence
Schools
Secondary education
Stress
Students
Surveys and Questionnaires
System theory
Systematic review
Teenagers
Victimization
Violence
Spain
adolescence
cyberaggression
emotional intelligence
disruptive behavior
bullying
Online AccessGet full text
ISSN1660-4601
1661-7827
1660-4601
DOI10.3390/ijerph16234837

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Abstract Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.
AbstractList According to the self-report mixed model, EI is not considered as a form of intelligence, but implies a broader concept that includes empathy, motivations, interpersonal/ intrapersonal skills, and personality [9]. [15] demonstrated that low management and emotional control were associated with high levels of victimization, and that understanding the emotions of others was negatively related with participation in bullying. [...]those adolescents with better emotional abilities have fewer negative emotions related to the expression of aggression or anger [16]. [...]Save the Children [5] alludes to the importance of training on the safe and responsible use of the Internet, with family–school collaborations and societal awareness, given the fact that interventions on violence in technology begin with information and understanding. [...]a class group was also randomly selected from each CSE course, recruiting 410 students of which 42 (10.4%) were dismissed for not providing the informed consent of parents or guardians, due to absence on the day of the questionnaire, or a substantial deficit in the use of the Spanish language, leaving 309 study participants.
Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 ( = 14.17, = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.
Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.
Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 (M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.
Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was to analyze to what extent some dimensions of emotional intelligence predict certain manifestations of bullying and cyberbullying in adolescents. The total number of subjects recruited in compulsory secondary education schools, was 309 (53.1% female). Their ages ranged from 12 to 16 ( M = 14.17, SD = 1.4). The used instruments were the school violence questionnaire and the emotional coefficient inventory; the study design was cross-sectional. Results showed that the score increases on some scales (adaptability, stress management, and interpersonal) involved a greater risk of increasing the likelihood of social perception the different manifestations of school violence. However, in the general mood, the increase in this variable score implied lower perceiving in likelihood of violent behavior. It is important to take into account preventive actions aimed at improving school life and, above all, to alleviate difficulties in managing stress, adaptability, and interpersonal relationships.
Author Fernández-Sogorb, Aitana
Jorquera, Ana Belén
Ruiz-Esteban, Cecilia
Martínez-Ramón, Juan Pedro
Méndez, Inmaculada
AuthorAffiliation 1 Department of Evolutionary Developmental and Educational Psychology, University of Murcia, 30100 Murcia, Spain; inmamendez@um.es (I.M.); anabelen.jorquera@um.es (A.B.J.); juanpedromartinezramon@um.es (J.P.M.-R.)
2 Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain; aitana.fernandez@ua.es
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– name: 2 Department of Developmental Psychology and Didactics, University of Alicante, 03080 Alicante, Spain; aitana.fernandez@ua.es
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Issue 23
Keywords adolescence
cyberaggression
emotional intelligence
disruptive behavior
bullying
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Snippet Bullying and cyberbullying are important global issues with negative consequences for physical and mental health in education. The objective of this study was...
According to the self-report mixed model, EI is not considered as a form of intelligence, but implies a broader concept that includes empathy, motivations,...
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StartPage 4837
SubjectTerms Adaptation, Psychological
Adolescent
Adolescent Behavior - psychology
Aggressiveness
Behavior
Bullying - psychology
Child
Crime Victims - psychology
Crime Victims - statistics & numerical data
Cross-Sectional Studies
Cyberbullying
Cyberbullying - psychology
Education
Emotional Intelligence
Emotions
Empathy
Families & family life
Female
Humans
Male
Prevention
Questionnaires
School violence
Schools
Secondary education
Stress
Students
Surveys and Questionnaires
System theory
Systematic review
Teenagers
Victimization
Violence
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Title Emotional Intelligence, Bullying, and Cyberbullying in Adolescents
URI https://www.ncbi.nlm.nih.gov/pubmed/31810165
https://www.proquest.com/docview/2329595504
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