Abstract
The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.
Highlights
Information and communications technologies (ICTs) are increasingly present in homes as they are highly accessible, both physically and economically
MacCann et al published a recent meta-analysis that explores how emotional intelligence (EI) predicts academic performance; the analysis suggests that EI is an important predictor after intelligence and conscientiousness [40]
Correlation analysis shows a negative correlation between EI and cybervictimization and a positive correlation between EI and academic performance
Summary
Information and communications technologies (ICTs) are increasingly present in homes as they are highly accessible, both physically and economically. ICTs are a new tool for the expansion and fortification of interpersonal relationships; they can be used to carry out actions of harassment and exclusion in relationships where power is abused [1]. The phenomenon of the necessary coexistence with other students in a school environment can camouflage face-to-face bullying behaviors and/or cyberbullying behaviors. Bullying is a deliberate behavior in which there is dominance and abuse based on an imbalance of physical, psychological, and social power [2]. Res. Public Health 2020, 17, 7717; doi:10.3390/ijerph17217717 www.mdpi.com/journal/ijerph
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