Emotional Intelligence as a Protective Factor against Victimization in School Bullying
Abstract
:1. Introduction
The Present Study
2. Materials and Methods
2.1. Participants
2.2. Instruments
2.2.1. School Coexistence Questionnaire (SCQ), Spanish Ombudsman, 2006
2.2.2. Trait Meta-Mood Scale-24 (TMMS-24)
2.3. Procedure
2.4. Data Analysis
3. Results
3.1. Reliability and Validity Analysis of the Instruments Used in the Study
3.2. Analysis of the TMMS-24 Factors Based on Degree of Victimization and Gender
3.3. Emotional Intelligence and Victimization: Multinomial Logistic Regression Analysis and Odds Ratios (ORs)
4. Discussion
Limitations and Future Research
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
- UNESCO. Behind the Numbers: Ending School Violence and Bullying; The United Nations Educational, Scientific and Cultural Organization: París, France, 2019.
- Garaigordobil, M. Bullying y Cyberbullying: Estrategias de Evaluación, Prevención e Intervención; UOC: Barcelona, Spain, 2018. [Google Scholar]
- Save the Children. Yo a eso no Juego. Bullying y Ciberbullying en la Infancia; Save the Children: Madrid, Spain, 2016. [Google Scholar]
- Olweus, D. Un diseño de evaluación útil y los efectos del Programa de Prevención del Bullying de Olweus. Psicol. Crim. Derecho 2005, 11, 389–402. [Google Scholar]
- Zych, I.; Ortega, R.; Del Rey, R. Systematic review of theoretical studies on bullying and cyberbullying: Factors, knowledge, prevention and intervention. Aggress. Violent Behav. 2015, 23, 1–21. [Google Scholar] [CrossRef]
- Armero, P.; Bernardino, B.; Bonet de Luna, C. Acoso escolar. Rev. Pediatr. Aten. Primaria. 2011, 13, 661–670. [Google Scholar] [CrossRef]
- Molina del Peral, J.M.; Vecina, P. Bullying, Ciberbullying y Sexting; Pirámide: Madrid, Spain, 2015. [Google Scholar]
- Cerezo, F. Variables de personalidad asociadas en la dinámica bullying (agresores versus víctimas) en niños y niñas de 10 a 15 años. Anal. Psicol. 2001, 17, 37–43. [Google Scholar]
- Polo, M.I.; León, B.; Felipe, E.; Fajardo, F.; Gómez, T.; Mendo, S. Análisis de la Socialización sobre Perfiles de la dinámica bullying. Univ. Psychol. 2015, 14, 1117–1128. [Google Scholar] [CrossRef]
- Caballo, V.E.; Arias, B.; Calderero, M.; Salazar, I.C.; e Irurtia, M.J. Acoso escolar y ansiedad social en niños (I): Análisis de su relación y desarrollo de nuevos instrumentos de evaluación. Rev. Psicol. Conduct. 2011, 19, 591–609. [Google Scholar]
- Graham, S. Peer victimization in school. Exploring the ethnic context. Curr. Dir. Psychol. Sci. 2006, 15, 317–321. [Google Scholar] [CrossRef]
- Olweus, D. Victimization by peers: Antecedents and long-term outcomes. In Social Withdrawal, Inhibition, and Shyness in Childhood; Rubin, K.H., Asendorf, Y.J.B., Eds.; Erlbaum: Hillsdale, NJ, USA, 1993; pp. 315–341. [Google Scholar]
- Escobar, M.; Fernández-Baena, F.J.; Miranda, J.; Trianes, M.V.; Cowie, H. Low peer acceptance and emotional/behavioural maladjustment in schoolchildren: Effects of daily stress, coping and sex. Anal. Psicol. 2011, 27, 412–417. [Google Scholar]
- Muñoz, J. Factores de riesgo en el acoso escolar y el ciberacoso: Implicaciones educativas y respuesta penal en el ordenamiento jurídico español. Rev. Criminal. 2016, 58, 71–86. [Google Scholar]
- Cammack-Barry, T. Long-term impact of elementary school bullying victimization on adolescents. Diss. Abstr. Int. Sect. B Sci. Eng. 2005, 65, 4819. [Google Scholar]
- Garaigordobil, M.; Oñederra, J.A. La Violencia Entre Iguales. Revisión Teórica y Estrategias de Intervención; Pirámide: Madrid, Spain, 2010. [Google Scholar]
- Fuentes, R.; Simón, M.J.; Garrido, M.; Serrano, M.D.; Diaz, M.J.; Yubero, S. ¿Es posible detectar casos de acoso escolar a través de la presencia de problemas sicosomáticos? Rev. Pediatr. Aten. Primaria. 2019, 21, 231–238. [Google Scholar]
- Alonso, M.; Zamorano, E.; Ledesma, J.M. ¿Qué saben nuestros niños de la escuela primaria sobre acoso escolar? Rev. Pediatr. Aten. Primaria. 2019, 21, 121–129. [Google Scholar]
- De la Torre, M.J.; García, M.C.; Carpio, M.V.; Casanova, P.F. Relaciones entre la vida escolar y autoconcepto multidimensional en Educación Secundaria Obligatoria. Eur. J. Educ. Psychol. 2008, 1, 57–70. [Google Scholar] [CrossRef] [Green Version]
- Puèrtolas, A.; Montiel, I. Bullying en la educación secundaria: Una revisión sobre las características de las víctimas y las víctimas-acosadores y las consecuencias de su victimización. Rev. Victimol. 2017, 5, 85–128. [Google Scholar]
- Sánchez, V.; Ortega, R.; Menesini, E. La competencia emocional de agresores y víctimas de bullying. Anal. Psicol. 2012, 28, 71–82. [Google Scholar]
- Bowes, L.; Arseneault, L.; Maughan, B.; Taylor, A.; Caspi, A.; Moffitt, T.E. School Neighborhood, and Family Factors Are Associated With Children’s Bu-llying Involvement: A Nationally Representative Lon-gitudinal Study. J. Americ. Acad. Child Adol. Psychiat. 2009, 48, 545–553. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Cava, M.J.; Musitu, G.; Buelga, S.; Murgui, S. The relationships of family and classroom environments with peer relational victimization: An analyisis of their gender differences. Span. J. Psychol. 2010, 13, 156–165. [Google Scholar] [CrossRef] [Green Version]
- Cook, C.R.; Williams, K.R.; Guerra, N.G.; Kim, T.E.; Sadek, S. Predictors of bullying and victimization in childhood and adolescence: A meta-analytic investigation. School Psychol. 2010, 25, 65–83. [Google Scholar] [CrossRef] [Green Version]
- Suárez-García, Z.; Álvarez-García, D.; Rodríguez, C. Predictores de ser víctima de acoso escolar en Educación Primaria: Una revisión sistemática. Rev. Psicol. Educ. Online Adv. 2020, 15, 1–15. [Google Scholar]
- Simón, M.J.; Fuentes, R.M.; Garrido, M.; Serrano Parra, M.D.; Larrañaga, M.E.; Yubero, S. Factores personales y sociales que protegen frente a la victimización por bullying. Enferm. Glob. 2019, 18, 1–24. [Google Scholar]
- Rey, L.; Quintana-Orts, C.; Mérida-López, S.; Extremera, N. Inteligencia emocional y cibervictimización en adolescentes: El género como moderador. Comunicar Rev. Cientif. Comun. Educ. 2018, 26, 09–18. [Google Scholar] [CrossRef] [Green Version]
- Extremera, N.; Fernández-Berrocal, P. La inteligencia emocional en el aula como factor protector de conductas problema: Violencia, impulsividad y desajuste emocional. In Actas I Congreso Hispanoamericano de Educación y Cultura de Paz; Muñoz, F.A., Molina, B., Jiménez, Y.F., Eds.; Editorial Universidad de Granada: Granada, Spain, 2002; pp. 599–605. [Google Scholar]
- Bar-On, R. Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQi). In Handbook of Emotional Intelligence: Theory, Development, Assessment and Application at Home, School and in the Workplace; Bar-On, R., Parker, J.D., Eds.; Jossey-Bass: San Francisco, CA, USA, 2000; pp. 363–388. [Google Scholar]
- Salovey, P.; Mayer, J.D. Emotional Inteligence. Imagin Cogn Pers. 1990, 9, 185–211. [Google Scholar] [CrossRef]
- Salovey, P.; Mayer, J.D.; Goldman, S.L.; Turvey, C.; Palfai, T.P. Atención, claridad y reparación emocional: Exploración de la inteligencia emocional utilizando la escala de meta-estado de ánimo de rasgos. In Emotion, Disclosure, & Health; Pennebaker, J.W., Ed.; Asociación Americana de Psicología: Worcester, MA, USA, 1995; pp. 125–154. [Google Scholar] [CrossRef]
- Fernández-Berrocal, P.; Extremera, N. La inteligencia emocional como una habilidad esencial en la escuela. Rev. Iberoam. Educ. 2002, 29, 1–6. [Google Scholar] [CrossRef] [Green Version]
- Gross, J.J. Emotion regulation: Conceptual and empirical foundations. In Handbook of Emotion Regulation, 2nd ed.; Gross, J.J., Ed.; Guilford Press: New York, NY, USA, 2014; pp. 3–20. [Google Scholar]
- Rey, L.; Extremera, N. Positive psychological characteristics and interpersonal forgiveness: Identifying the unique contribution of emotional intelligence abilities, Big Five traits, gratitude and optimism. Pers. Individ. Dif. 2014, 68, 199–204. [Google Scholar] [CrossRef]
- Salguero, J.M.; Fernández-Berrocal, P.; Ruiz-Aranda, D.; Castillo, R.; Palomera, R. Inteligencia emocional y ajuste psicosocial en la adolescencia: El papel de la percepción emocional. Eur. J. Educ. Psychol. 2011, 4, 143–152. [Google Scholar] [CrossRef] [Green Version]
- Salovey, P.; Mayer, J.D.; Caruso, D. The positive psychology of emotional intelligence. In Handbook of Positive Psychology; Snyder, C.R., Lopez, S.J., Eds.; Oxford University Press: Oxford, UK, 2002; pp. 159–171. [Google Scholar]
- Ato, E.; González, C.; Carranza, J.A. Aspectos evolutivos de la autorregulación emocional en la infancia. Anal. Psicol. 2004, 20, 69–80. [Google Scholar]
- Mollá, L.; Prado-Gascó, V.J.; Martínez, G. Bullying e inteligencia emocional en niños. Calidad Vida Salud. 2015, 8, 131–149. [Google Scholar]
- Petrides, K.V.; Frederickson, N.; Furnham, A. The role of trait emotional intelligence in academic performance and deviant behavior at school. Pers Individ Dif. 2004, 36, 277–293. [Google Scholar] [CrossRef]
- Anderson, S.; Hunter, S.C. Cognitive appraisals, emotional reactions, and their associations with three forms of peer-victimization. Psicothema 2012, 24, 621–627. [Google Scholar]
- Kelly, B.M.; Schwartz, D.; Gorman, A.H.; Nakamoto, J. Violent victimization in the community and children’s subsequent peer rejection: The mediating role of emotion dysregulation. J. Abnorm. Child Psychol. 2008, 36, 175–185. [Google Scholar] [CrossRef]
- Kokkinos, C.M.; Kipritsi, E. The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents. Soc. Psychol. Educ. 2012, 15, 42–58. [Google Scholar] [CrossRef]
- Peachey, A.A.; Wenos, J.; Baller, S. Rasgo de inteligencia emocional relacionada con el acoso en niños de escuela primaria y la victimización en niños. OTJR Ocup. Particip Salud. 2017, 37, 178–187. [Google Scholar] [CrossRef] [PubMed]
- Elipe, P.; Mora, J.A.; Ortega, R.; Casas, J.A. Perceived emotional intelligence as a moderator variable between cybervictimization and its emotional impact. Front. Psychol. 2015, 6, 486. [Google Scholar] [CrossRef] [Green Version]
- Lomas, J.; Stough, C.; Hansen, K.; Downey, L.A. Brief report: Emotional intelligence, victimization and bullying in adolescents. J. Adol. 2012, 35, 207–211. [Google Scholar] [CrossRef]
- Casas, J.A.; Ortega-Ruiz, R.; Del Rey, R. Bullying: The impact of teacher management and trait emotional intelligence. Br. J. Educ. Psychol. 2015, 85, 407–423. [Google Scholar] [CrossRef]
- Elipe, P.; Ortega, R.; Del Rey, R.; Mora-Merchán, J.A. Inteligencia Emocional Percibida en Alumnos de Secundaria Implicados en Bullying; Comunicación Presentada en el II Cong. Inter. Intelig. Emoc.: Santander, Spain, 2009. [Google Scholar]
- Elipe, P.; Ortega, R.; Del Rey, R.; Mora-Merchán, J.A. Inteligencia emocional percibida y bullying en adolescentes. Intel. Emoc. 20 Años De Investig. Y Desarro. 2011, 383–388. Available online: https://core.ac.uk/download/pdf/225124029.pdf (accessed on 20 September 2020).
- Hunter, S.C.; Borg, M.G. The influence of emotional reaction on help seeking by victims of school bullying. Educ. Psychol. 2006, 26, 813–826. [Google Scholar] [CrossRef] [Green Version]
- Nabuzoka, D.; Rønning, J.A.; Handegård, B.H. Exposure to bullying, reactions and psychological adjustment of secondary school students. Educ. Psychol. 2009, 7, 849–866. [Google Scholar] [CrossRef]
- Spanish Ombudsman. Violencia Escolar: El Maltrato Entre Iguales en la Educación Secundaria Obligatoria (1999–2006); Publicaciones del Defensor del Pueblo: Madrid, Spain, 2006.
- Fernández-Berrocal, P.; Extremera, N.; Ramos, N. Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychol. Rep. 2004, 94, 751–755. [Google Scholar] [CrossRef] [PubMed]
- Costello, A.B.; Osborne, J. Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practic. Assessm. 2005, 10, 7. [Google Scholar]
- Romera, E.; Cano, J.; García-Fernández, C.; Ortega-Ruiz, R. Cyberbullying: Competencia social, motivación y relaciones entre iguales. Comunicar 2016, 48, 71–79. Available online: https://www.scipedia.com/public/Romera_et_al_2016a (accessed on 27 July 2020). [CrossRef] [Green Version]
- Extremera, N.; Durán, A.; Rey, L. Perceived emotional intelligence and dispositional optimism-pessimism: Analyzing their role in predicting psychological adjustment among adolescents. Pers Individ Dif. 2007, 42, 1069–1079. [Google Scholar] [CrossRef]
- Extremera, N.; Fernández-Berrocal, P. Inteligencia emocional percibida y diferencias individuales en el metaconocimiento de los estados emocionales: Una revisión de los estudios con el TMMS. Ansied. Estres 2005, 11, 101–122. [Google Scholar]
- Schutte, N.S.; Malouff, J.M.; Bobik, C.; Coston, T.D.; Greeson, C.; Jedlicka, C.; Rhodes, E.; Wendorf, G. Emotional Intelligence and Interpersonal Relations. J. Soc. Psychol. 2001, 141, 523–536. [Google Scholar] [CrossRef]
- Gohm, C.L.; Clore, G.L. Four latent traits of emotional experience and their involvement in attributional style, coping and well-being. Cogn. Emot. 2002, 16, 495–518. [Google Scholar] [CrossRef]
- García-Sancho, E.; Salguero, J.M.; Fernández-Berrocal, P. Déficits en el reconocimiento facial de las emociones y su relación con la agresión: Una revisión sistemática. Ansied. Estrés 2015, 21, 1–20. [Google Scholar]
- Gofin, R.; Avitzour, M. Traditional versus internet bullying in junior high school students. Matern. Child Health J. 2012, 16, 1625–1635. [Google Scholar] [CrossRef]
- Popp, A.M.; Peguero, A.A.; Day, K.R.; Kahle, L.L. Gender, Bullying Victimization, and Education. Violenc. Vict. 2014, 29, 843–856. [Google Scholar] [CrossRef]
- León-del-Barco, B.; Felipe, E.; Gómez, T.; López, V. Acoso escolar en la comunidad de Extremadura vs. informe español del defensor del pueblo (2006). Rev. Electron. Investig. Psicoeduc. Psigopedag. 2011, 9, 565–586. [Google Scholar]
- Rosen, N.L.; Nofziger, S. Boys, Bullying, and Gender Roles: How Hegemonic Masculinity Shapes Bullying Behavior. Gend. Issues 2018. [Google Scholar] [CrossRef]
- Solberg, M.E.; Olweus, D. Prevalence estimation of school bullying with the Olweus Bully/Victim Questionnaire. Aggress. Behav. 2003, 29, 239–268. [Google Scholar] [CrossRef]
- Tapper, K.; Boulton, M.J. Victim and Peer Group Responses to Different Forms of Aggression among Primary School Children. Aggress. Behav. 2005, 31, 238–253. [Google Scholar] [CrossRef]
- Lafferty, J. The relationships between gender, empathy, and aggressive behaviours among early adolescents. Dissertation Abstr. Int. Sec. B Sci. Eng. 2004, 64, 6377. [Google Scholar]
- Tapia, M.; Marsh, G.E., II. The effects of sex and grade-point average on emotional intelligence. Psicothema 2006, 18, 108–111. [Google Scholar] [PubMed]
- O’Connor, P.J.; Hill, A.; Kaya, M.; Martin, B. The Measurement of Emotional Intelligence: A Critical Review of the Literature and Recommendations for Researchers and Practitioners. Front. Psychol. 2019, 10, 1116. [Google Scholar] [CrossRef] [PubMed] [Green Version]
- Muñoz-Prieto, M.M. Desarrollar la inteligencia emocional para prevenir el acoso escolar. Ea Esc. Abierta 2017, 20, 35–46. [Google Scholar] [CrossRef]
- Fernández-Berrocal, P.; Ruiz-Aranda, D. La Inteligencia emocional en la Educación. Electron. J. Res. Educ. Psychol. 2008, 6, 421–436. [Google Scholar] [CrossRef] [Green Version]
Instruments | χ2 | χ2/df | TLI | CFI | RMSEA |
---|---|---|---|---|---|
SCQ (victim scale) | 373.415 | 8.486 | 0.843 | 0.847 | 0.096 |
TMMS-24 | 680.007 | 3.063 | 0.893 | 0.914 | 0.050 |
Variables | 1 | 2 | 3 | 4 |
---|---|---|---|---|
1. Victim | - | 0.180 * | −0.221 ** | −0.285 ** |
2. Attention | - | 0.404 ** | 0.352 ** | |
3. Clarity | - | 0.536 ** | ||
4. Repair | - |
TMMS-24 | Gender | No Victimization | Occasional Victimization | Victimization | Total | ||||
---|---|---|---|---|---|---|---|---|---|
M | SD | M | SD | M | SD | M | SD | ||
Attention | Girls | 24.44 | 6.61 | 25.90 | 6.26 | 26.56 | 6.45 | 25.56 | 6.42 |
Boys | 26.05 | 7.14 | 24.88 | 5.81 | 26.25 | 6.67 | 25.54 | 6.42 | |
Total | 25.25 | 6.92 | 25.39 | 6.05 | 26.35 | 6.59 | 25.55 | 6.41 | |
Clarity | Girls | 29.49 | 7.29 | 27.89 | 8.69 | 28.16 | 6.28 | 28.39 | 8.03 |
Boys | 30.52 | 6.43 | 28.89 | 5.67 | 27.05 | 6.84 | 28.81 | 6.30 | |
Total | 30.01 | 6.87 | 28.39 | 7.35 | 27.38 | 6.68 | 28.62 | 7.14 | |
Repair | Girls | 31.13 | 7.11 | 30.05 | 6.65 | 28.84 | 7.51 | 30.20 | 6.92 |
Boys | 32.12 | 6.78 | 29.61 | 5.62 | 28.02 | 6.89 | 29.82 | 6.44 | |
Total | 31.63 | 6.95 | 29.83 | 6.15 | 28.26 | 7.07 | 30.00 | 6.66 |
Victim 1 | Occasional Victim 1 | |||||||
---|---|---|---|---|---|---|---|---|
B | OR | 95% CI | B | OR | 95% CI | |||
Excessive attention 2 | 0.962 ** | 2.62 | 1.250 | 5.480 | 0.239 | 1.27 | 0.686 | 2.352 |
Adequate attention 2 | 0.894 ** | 2.44 | 1.474 | 4.054 | 0.594 ** | 1.81 | 1.236 | 2.654 |
Low clarity 3 | 1.637 ** | 5.14 | 2.228 | 11.86 | 1.234 ** | 3.43 | 1.912 | 6.173 |
Adequate clarity 3 | 1.246 ** | 3.47 | 1.701 | 7.098 | 0.657 * | 1.93 | 1.215 | 3.066 |
Low repair 4 | 0.999 * | 2.72 | 1.299 | 5.682 | 0.064 | 1.06 | 0.582 | 1.951 |
Adequate repair 4 | 0.531 | 1.70 | 0.986 | 2.934 | 0.361 | 1.43 | 0.959 | 2.144 |
Girls 5 | −0.549 * | 0.577 | 0.367 | 0.908 | 0.208 | 1.23 | 0.866 | 1.750 |
Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. |
© 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/).
Share and Cite
León-del-Barco, B.; Lázaro, S.M.; Polo-del-Río, M.-I.; López-Ramos, V.-M. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. Int. J. Environ. Res. Public Health 2020, 17, 9406. https://doi.org/10.3390/ijerph17249406
León-del-Barco B, Lázaro SM, Polo-del-Río M-I, López-Ramos V-M. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. International Journal of Environmental Research and Public Health. 2020; 17(24):9406. https://doi.org/10.3390/ijerph17249406
Chicago/Turabian StyleLeón-del-Barco, Benito, Santiago Mendo Lázaro, María-Isabel Polo-del-Río, and Víctor-María López-Ramos. 2020. "Emotional Intelligence as a Protective Factor against Victimization in School Bullying" International Journal of Environmental Research and Public Health 17, no. 24: 9406. https://doi.org/10.3390/ijerph17249406