Abstract
Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.
Highlights
Adolescence is characterised as a period of vulnerability in which demanding and challenging life events increase and well-being may be at risk [1,2]
Overall emotional intelligence (EI) was negatively related to both bullying and cyberbullying aggression and victimisation, whereas it was positively associated with satisfaction with life
While prior findings have found that EI is typically related to reduced bullying and cyberbullying involvement as well as with increased subjective well-being [25,28], there is a lack of knowledge about the particular role of EI dimensions in these relationships considering different bullying and cyberbullying roles
Summary
Adolescence is characterised as a period of vulnerability in which demanding and challenging life events increase and well-being may be at risk [1,2]. As a distinct form of aggressive behaviour, bullying is conceptualised as ‘(1) intentional negative behaviour that (2) typically occurs with some repetitiveness and is (3) directed against a person who has difficulty defending himself or herself’ [4]. The wide-ranging use of communication technologies and social networks has developed a kind of bullying through cyberspace called cyberbullying [5]. Both aggressive phenomena share common features, such as the extension and repetition in time, the dominance–submission schema between victims and aggressors, the law of silence and several psychological effects appearing among involved adolescents [6]. Some authors examine both forms as distinct phenomena, with their specific predictors and unique features [7]
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