Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims.

Lucía Segura,Jesús F Estévez,Estefanía Estévez

doi:10.3390/ijerph17134681

Lucía Segura, Jesús F Estévez + Show 1 more

Open Access

https://doi.org/10.3390/ijerph17134681

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Abstract

The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.

Highlights

School violence is a very relevant social problem at the international level, affecting a growing number of children and adolescents [1,2,3]
The results indicate statistically significant differences in the Emotion Regulation dimension (F = 5.11, p < 0.01)
We examined the three dimensions of emotional intelligence (EI) proposed by Salovey and Mayer [70], and the different dimensions of empathy

Summary

Introduction

School violence is a very relevant social problem at the international level, affecting a growing number of children and adolescents [1,2,3]. This social problem implies significant negative consequences for the physical, emotional, and psychological well-being of the individuals involved [4,5]. Bullying in the educational context includes any unjustified behavior at the physical, verbal, psychological, or relational level, which implies an aggressive behavior repeated over time towards one or more peers with the intention of harming them [6]. The aggressor is aware of their attitude towards the victim and their intention is to dominate and control the other person [8], creating an environment of violence where the victim cannot defend themselves [9,10].

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