Bullying: The impact of teacher management and trait emotional intelligence

Abstract

Conclusions of the study highlight the important role that teacher management plays with regard to bullying involvement and trait EI, and include a discussion of the need to include teacher management in bullying prevention programmes at schools.

Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence

“…In some cases, only the emotional understanding variable acts as a predictor (Baccalaureate sample) of the three cyberbullying roles. These data are in accordance with those investigations that have prioritized the relevant role that emotional understanding and regulation plays on cyberbullying [45][46][47][48][49][50].…”

“…The data indicate that having a greater level of understanding and emotional regulation decreases the probability of participating in any of the roles of cyberbullying. The data are consistent with those from studies that have reported low levels of EI in victims, aggressors, and victims-aggressors of cyberbullying [45][46][47][48][49][50]. As for aggressors, it has been widely verified that they lack emotional skills [45,46,49,50], as well as having a low capacity to attend to, understand, and regulate emotions, leading to emotional and psychosocial imbalances, worsening their relationship with peers.…”

“…The data are consistent with those from studies that have reported low levels of EI in victims, aggressors, and victims-aggressors of cyberbullying [45][46][47][48][49][50]. As for aggressors, it has been widely verified that they lack emotional skills [45,46,49,50], as well as having a low capacity to attend to, understand, and regulate emotions, leading to emotional and psychosocial imbalances, worsening their relationship with peers. However, students with a high ability to understand and regulate their emotions reveal high levels of nonparticipation in cyberbullying behavior, since this emotional understanding and regulation leads to an increased level of empathy towards their victims, thereby decreasing the probability of their being involved in aggressive behavior that would potentially harm their peers [62].…”

“…Thus, Baroncelli and Ciucci [45] corroborated that bullying and cyberbullying were related to difficulties in regulating one's emotions. Casas, Ortega-Ruiz, and del Rey [46] found that victims paid more attention to emotions but had lower levels of emotional clarity and repair, whereas aggressors had lower levels of emotional attention, clarity, and repair. Garaigordobil [47] found a relationship between engaging in cyberbullying and lower emotional attention, clarity, and repair, whereas cyberbullying victimization was related only to an increased emotional attention.…”

Inteligencia emocional percibida en estudiantes de educación superior: análisis de las diferencias en las distintas dimensiones

“…Por ello, en tercer lugar, tomando en este momento como referencia a la variable edad, los resultados ponen de manifiesto la existencia de diferencias estadísticamente significativas en cuanto a la regulación emocional, dimensión en la que la muestra cuyas edades están comprendidas hasta los 20 años obtienen puntuaciones más altas, al igual que sucedía en otros trabajos (Riffle, 2010;Sanmartín, Gonzálvez, & Vicent, 2018); por ello, la hipótesis 2 no se cumple. Las aportaciones de este trabajo apoyan la idea de que, en la actualidad, el TMMS-24 es el instrumento de evaluación de la inteligencia emocional que mayor número de investigaciones posee en el terreno educativo (Aguilar-Luzon, Calvo- Salguero, & Salinas, 2014;Casas, Ortega-Ruiz, & del Rey, 2015).…”