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.
Highlights
Bullying involves aggressive, intentional, and persistent behavior over time carried out by a group or individual against a victim who cannot defend themselves, so that there is a power imbalance
Training or education in emotional intelligence (EI) issues should be integrated into bullying and cyberbullying education
(1) The violence of teachers towards students model correctly classified 70.7% of the cases, and the adjustment value was R2 = 0.20; in this, for each point of increase in adaptability (OR = 1.10) and in stress management (OR = 1.15), students were at greater risk of perceive violence of teachers towards students, but not in general mood, since the probability of violence of teachers towards students (OR = 0.92) decreased
Summary
Intentional, and persistent behavior over time carried out by a group or individual against a victim who cannot defend themselves, so that there is a power imbalance. Among manifestations of violence that can occur in educational contexts, we can highlight the following: physical violence (involving real contact to cause damage, directly or indirectly), verbal violence (implies the use of verbal language in an offensive way towards the victim, directly or covertly), social exclusion (acts of discrimination and rejection), disruption in the classroom (behaviors that make it difficult for teachers to teach classes), as well as violence through new technologies (cyberbullying, among others) [2,3] This classification includes certain manifestations of bullying and cyberbullying in adolescents, which is what we followed in our research [2].
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