Abstract
Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization.
Highlights
Bullying is acknowledged around the world as a serious problem in educational settings during childhood and adolescence [1]
Our findings raised an interesting question: Why does clarity have stronger predictive power than emotional repair or attention? The results showed that the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention
The findings showed that the lower their excessive attention and the higher their emotional regulation and understanding, the less likely pupils are to be victims of school bullying
Summary
Bullying is acknowledged around the world as a serious problem in educational settings during childhood and adolescence [1]. According to national and international epidemiological studies, 2–12% of schoolchildren worldwide are victims of bullying [2], while in Spain, the figure is 9.3% [3]. This phenomenon is defined as a form of abuse perpetrated by peers repeatedly over time [4,5]. School bullying gives rise to two profiles: an aggression profile and a victimization profile. Victimization is defined as the experience of being targeted with physical, verbal, and psychological abuse by peers in the school environment on a recurrent basis [11,12]
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