Emotional Intelligence and School-Based Bullying Prevention and Intervention

Espelage, Dorothy L.; King, Matthew T.; Colbert, Cassandra L.

doi:10.1007/978-3-319-90633-1_9

Cited by 8 publications

(5 citation statements)

References 84 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, previously conducted studies in general educational contexts have linked the connections between CL and EI to the successful delivery of anti-bullying programs [48]. Finally, high CL levels alongside high levels of self-regulation, which is another fundamental element of EI, were correlated with high levels of academic self-efficacy in a broad student sample [49]. This emphasizes the value of the positive impact of this connection, since this same relationship also emerged in the present study.…”

Section: Discussionmentioning

confidence: 89%

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

View full text Add to dashboard Cite

The present research had two complementary aims: (a) to examine the associations between cooperative learning (CL) and emotional intelligence (EI) in physical education (PE) and (b) to explore and compare the use of CL in PE in primary education (PED), secondary education (SED) and baccalaureate (BA). A total of 1332 students (682 males, 650 females) took part in the study. All participants were aged between 10 and 20 years old (M = 13.09; SD = 2.47) and belonged to 13 different schools in Southwest Spain. They completed the cooperative learning questionnaire (CLQ), referring to the PE classes, in addition to the emotional intelligence questionnaire in physical education (EIQPE). Positive and significant associations were found between CL and EI in all school stages. In addition, moderately strong associations were uncovered between CL and the different dimensions of EI: emotional recognition, emotional control and regulation and emotional empathy. Participants belonging to classrooms with larger cooperation indices presented higher levels of EI. Results also highlighted a greater use of CL in PE classes during the PED stage in comparison to the SED and BA stages. These outcomes are discussed in light of the existing literature and methodological implications are derived for teaching PE. The use of CL in PE is recommended because of its positive contribution to the affective domain through IE. This will be especially important during the SED and BA stages, where lower rates of CL were observed.

show abstract

Section: Discussionmentioning

confidence: 89%

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Rivera-Pérez

Barco

Fernández-Río

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…Specifically, EI intervention programs with adolescents (Cabello, Castillo, et al, 2016; Ruiz-Aranda et al, 2013) show us that teaching emotional skills has a considerable impact on dealing with the emotional and cognitive components of aggression and their behavioral manifestations (Castillo-Gualda et al, 2018; Ruiz-Aranda et al, 2013). Therefore, school strategies aimed at reducing aggressive behaviors should promote these emotional skills in young people through the use of EI intervention programs (Durlak et al, 2011; Espelage et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and Aggressive Behaviors in Adolescents: A Systematic Review and Meta-Analysis

Vega

Cabello

Megías‐Robles

et al. 2021

Trauma, Violence, & Abuse

View full text Add to dashboard Cite

Adolescent aggression is a global public health with long-lasting and costly emotional, social, and economic consequences, and it is of vital importance to identify those variables that can reduce these behaviors in this population. Therefore, there is a need to establish the protective factors of aggressive behavior in adolescence. While some research has demonstrated the relationship between emotional intelligence (EI) and various aggressive responses in adolescence, indicating that EI—or the ability to perceive, use, understand, and regulate emotions—could be considered a protective factor for the development of aggressive behavior in adolescence, the strength of this effect is not clear. The aim of the present study was to conduct a systematic review of the literature concerning the relationship between aggressive behavior and EI in adolescents and provide a reliable estimate of the relationship between both constructs through a meta-analysis. For this purpose, we searched for relevant articles in English and Spanish in Medline, PsycINFO, and Scopus, obtaining 17 selectable articles based on the search terms used in research in the adolescent population. These studies provide scientific evidence of the relationship between the level of EI assessed from the three theoretical models of EI (performance-based ability model, self-report ability model, and self-report mixed model) and various aggressive responses, showing that adolescents with higher levels of EI show less aggressive behavior. Implications for interventions and guidelines for future research are discussed.

show abstract

“…In our view, most of these components should be in place in all schools that want to create a safe and productive learning environment for their students. Lastly, reflecting on the call for a complete reorientation of society's anti-bullying efforts mentioned in the introduction (Cohen et al 2015;Espelage et al 2018;Hong and Espelage 2012), we cannot escape the impression that this call was a bit premature.…”

Section: Summary Of Program Effects and Implicationsmentioning

confidence: 95%

“…In this review, six of the eight studies examining bullying victimization with nonsignificant results were conducted in the USA, as were six of the ten nonsignificant studies examining bullying perpetration. These concerns have also taken the form of issuing a call for the need to completely rethink society's antibullying efforts and strategies (Cohen et al 2015;Espelage et al 2018;Hong and Espelage 2012), often combined with a skeptical view of the value and usefulness of anti-bullying programs such as the OBPP which was developed outside of the USA. In view of such concerns, there was obviously a need for a new large-scale study of the OBPP in the USA, in which the program had been systematically implemented over a period of at least 2 years and data from a sample of appropriate size had been adequately analyzed with multilevel techniques taking account of cluster effects.…”

Section: Previous Evaluations Of the Obppmentioning

confidence: 99%

Addressing Specific Forms of Bullying: A Large-Scale Evaluation of the Olweus Bullying Prevention Program

Olweus

Limber

Breivik

2019

Int Journal of Bullying Prevention

View full text Add to dashboard Cite

The purpose of this study was to evaluate the effectiveness of the Olweus Bullying Prevention Program (OBPP) in reducing specific forms of bullying-verbal bullying, physical bullying, and indirect/relational bullying, as well as cyberbullying and bullying using words or gestures with a sexual meaning. This large-scale longitudinal study, which involved more than 30,000 students in grades 3-11 from 95 schools in central and western Pennsylvania over the course of 3 years, employed a quasi-experimental extended agecohort design to examine self-reports of being bullied, as well as bullying others. Findings revealed that the OBPP was successful in reducing all forms of being bullied and bullying others. Analyses by grade groupings (grades 3-5, 6-8, and 9-11) revealed that, with only a few exceptions, there were significant program effects for all forms of bullying for all grade groupings. For most analyses, program effects were stronger the longer the program was in place. Most analyses indicated similar and substantial effects for both boys and girls, but a number of program by gender interactions were observed. Program effects for Black and White students were similar for most forms of being bullied and bullying others. Although Hispanic students showed results that paralleled the development for Black and White students for particular grade groups and variables, they were overall somewhat weaker. The study provided strong support for the effectiveness of the OBPP among students in elementary, middle, and early high school grades. Program effects were broad, substantial, and largely consistent, covering all forms of bullying-verbal, physical, indirect, bullying through sexual words and gestures, and, with somewhat weaker effects, cyberbullying-both with regard to being bullied and bullying others. Strengths and limitations of the study, as well as future research directions, are discussed.

show abstract

Emotional Intelligence and School-Based Bullying Prevention and Intervention

Cited by 8 publications

References 84 publications

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Linking Cooperative Learning and Emotional Intelligence in Physical Education: Transition across School Stages

Emotional Intelligence and Aggressive Behaviors in Adolescents: A Systematic Review and Meta-Analysis

Addressing Specific Forms of Bullying: A Large-Scale Evaluation of the Olweus Bullying Prevention Program

Contact Info

Product

Resources

About