The difference in emotional intelligence in relation to levels of maltreatment of Jordanian secondary school students

Mattar, Jehan Wadiea

doi:10.1080/02673843.2017.1292926

Cited by 22 publications

(22 citation statements)

References 48 publications

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“…Adults who were emotionally abused as a child tend to be emotionally unstable and unresponsive (Rohner and Rohner 1980). In a recent study, psychologically maltreated seventh grade students reported lower scores on interpersonal skills, stress management, and adaptability components of emotional intelligence (Mattar 2018). Moreover, adverse childhood experiences were indirectly associated with aggression via post-traumatic stress disorder only among those who had lower emotional self-regulation (Swopes et al 2013).…”

Section: The Mediating Role Of Trait Emotional Intelligencementioning

confidence: 98%

Childhood Emotional Abuse and Cyberbullying Perpetration Among Adolescents: The Mediating Role of Trait Mindfulness

Emirtekin

Balta

Kırcaburun

et al. 2019

Int J Ment Health Addiction

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Preliminary studies have indicated that childhood emotional maltreatment (i.e., abuse and neglect) can be associated with higher cyberbullying perpetration (CBP) among university students. The purpose of the present study was to test the direct and indirect effects of childhood emotional abuse (CEA) on CBP via trait mindfulness and trait emotional intelligence (TEI). A total of 470 adolescent students participated in the study and completed a questionnaire comprising measures of the aforementioned variables. Path analysis showed that trait mindfulness, but not TEI, was a partial mediator between CEA and CBP among the total sample, males, and females. Results indicated that there were other factors that explain the relationship between CEA and CBP in addition to lower mindfulness. These findings suggest that developing mindfulness-based intervention programs for adolescents who have been emotionally abused as a child may reduce their engagement in cyberbullying. This study is the first to document the direct role of CEA on CBP and indirect via trait mindfulness among adolescents.

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Section: The Mediating Role Of Trait Emotional Intelligencementioning

confidence: 98%

Childhood Emotional Abuse and Cyberbullying Perpetration Among Adolescents: The Mediating Role of Trait Mindfulness

Emirtekin

Balta

Kırcaburun

et al. 2019

Int J Ment Health Addiction

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show abstract

“…Previous studies have found that childhood maltreatment can negatively affect social emotions (17), as well as the ability to assess, regulate, and appropriately use emotions, which may lead to a negative impact on emotional intelligence (18, 19). Emotional intelligence is the ability of people to monitor the emotions of themselves and other people, guiding their thoughts and behaviors by discriminating and using information about emotions (20).…”

Section: Introductionmentioning

confidence: 99%

Childhood Maltreatment Influences Mental Symptoms: The Mediating Roles of Emotional Intelligence and Social Support

et al. 2019

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Childhood maltreatment and its influence on mental health are key concerns around the world. Previous studies have found that childhood maltreatment is a positive predictor of mental symptoms, but few studies have been done to explore the specific mediating mechanisms between these two variables. Previous studies have found that there is a negative correlation between childhood maltreatment and emotional intelligence and between childhood maltreatment and social support, both of which are strong indicators of mental symptoms. Therefore, in this study, we took emotional intelligence and social support as mediating variables, exploring their mediating effects between childhood maltreatment and mental symptoms via the structural equation modeling method. We recruited 811 Chinese college students to complete the Childhood Trauma Questionnaire (CTQ), the Symptom Checklist 90 Scale (SCL-90), the Wong Law Emotional Intelligence Scale (WLEIS), and the Perceived Social Support Scale (PSSS). The results showed a significant and positive correlation between childhood maltreatment and mental symptoms ( β = 0.26, P < 0.001); meanwhile, social support played a significant mediating role in the influence of childhood maltreatment on emotional intelligence [95% confidence intervals, (−0.594 to −0.327)]; and emotional intelligence likewise played a significant mediating role in the effect of social support on mental symptoms [95% confidence intervals, (−0.224 to −0.105)]. These results indicated that childhood maltreatment not only directly increases the likelihood of developing mental symptoms, but also affects emotional intelligence through influencing social support and then indirectly increasing the likelihood of developing mental symptoms. This study provided a theoretical basis for ameliorating adverse effects of childhood maltreatment on mental symptoms by enhancing emotional intelligence and social support.

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“…The studyfurther identified dysfunctional families, irresponsible parenting, and absence of parents and parents' pressure on adolescents to perform academically as another contributor to learner's suicidal behaviors. Mattar (2018) did a study on the difference in emotional intelligence in relation to levels of maltreatment of Jordanian secondary school students. The study noted a statistically significant inverse relationship between emotional intelligence and maltreatment.…”

Section: Introductionmentioning

confidence: 99%

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2018

IJEPRR

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Looking at the increasing trend of suicide in learners globally, the present study is an attempt to investigate the relationship between emotional intelligence and suicidal behaviour among secondary school students in Kitutu Central Sub-County of Kisii County in Kenya. The study employed a concurrent triangulation research methodology where both descriptive cross sectional survey and naturalistic phenomenology designs were used. Probability and non-probability sampling methods were used to sample 120 studentsfrom 28 secondary schools within Kitutu Central Sub-County. Data was collected using questionnaires to gather information from the students. The data collected was analyzed using regression analysis with the aid of Statistical Package for Social Sciences (SPSS) version 22.0. The findings were presented using frequencies, tabled standard deviations, mean differences and percentages. The results indicate that perceived teacher rejecting behavior during the teaching process contributes significantly to the development of suicidal behavior in most adolescents especially when teachers reject them and refer them names. Assumptions by parents and teachers in having close contacts with the learners sometimes contributes to suicidal thoughts especially when the students are pressed up with stressful issues and nobody bothers to listen to them. One of the implications of these findings is that the ministry of education might need to redesign the teaching curriculum to include emotional intelligence training for secondary school students. Future research should also aim at improving emotional intelligence in students which could help learners with stress coping skills and management.

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The difference in emotional intelligence in relation to levels of maltreatment of Jordanian secondary school students

Cited by 22 publications

References 48 publications

Childhood Emotional Abuse and Cyberbullying Perpetration Among Adolescents: The Mediating Role of Trait Mindfulness

Childhood Emotional Abuse and Cyberbullying Perpetration Among Adolescents: The Mediating Role of Trait Mindfulness

Childhood Maltreatment Influences Mental Symptoms: The Mediating Roles of Emotional Intelligence and Social Support

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