The Role of Emotional Intelligence in Adolescent Bullying: A Systematic Review

Abstract

Adolescence is a transition period between childhood and adulthood, marked by the development of autonomy, personality, and identity. In this period, relationships with peers play an important role. Therefore, experts advise focusing on adolescence to reduce possible long-term risks (Gómez-Ortiz et al., 2020; Sánchez-Ventura & Grupo PrevInfad/PAPPS Infancia y Adolescencia, 2012). Many of these peer interactions take place within the school environment, where children and adolescents spend a large part of their time, in some cases longer than the time they spend with their families. Therefore, school is an environment deserving special attention, as it is in this environment where most bullying takes place, a problem that has recently become particularly virulent (Chu, 2019;Modecki et al., 2014; Unesco, 2019). Conflicts arising in the peer group are natural, even potentially positive (Narejo & Salazar, 2002). The key that will determine their magnitude lies in how the involved adolescents manage to resolve them, without actually bullying (Ruiz et al. 2016). The scientific literature has shown that adolescents' emotional skills play a determining role in bullying (Estévez et al., 2019;Méndez et al., 2019).This systematic review aims to synthesize research conducted within the last twelve years focusing on the relationship between emotional intelligence (EI) and bullying in the adolescent population, as well as the possible knowledge gaps within this field.

Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students

“…From this point of view, it is advisable to generate training plans for management teams, professionals, and parents, creating spaces for collaboration, reflection, and analysis that improve coexistence, while addressing the impact of bullying to provide an effective and early response to this phenomenon . The results of a recent systematic review revealed the importance of designing and implementing programs of EI in the school context as prevention and action against bullying (Rueda et al 2021).…”

Estilos de apego e inteligencia emocional de los Educadores Sociales de Centros de Menores: su relación con el compromiso laboral

“…investigación ha demostrado consistentemente los beneficios que supone tener IE tanto en adolescentes como en adultos. En concreto, mayores niveles de IE se han asociado con una mejor salud mental y bienestar (Davis y Humphrey, 2012; Domínguez-García y Llamas-Díaz et al, 2023), y un mejor ajuste en diferentes contextos tanto académicos como personales (García-Sancho et al, 2014;Gutiérrez-Cobo et al, 2023;MacCann et al, 2020;Rueda et al, 2022;Vega et al, 2022). En el ámbito profesional, numerosos estudios empíricos centrados en las organizaciones han demostrado sistemáticamente que la IE desempeña un papel decisivo en aspectos cruciales como la satisfacción laboral, el burnout, el compromiso y el rendimiento laboral (Joseph et al, 2015;Joseph y Newman, 2010;Miao et al, 2017;O'Boyle et al, 2011;Wang et al, 2022).…”

Iklim Sekolah dan Schadenfreude dengan Bullying pada Remaja Sekolah Menengah Atas

“…Hal ini diperkuat dengan pendapat Thomas (dalam Umaroh, 2017) yang menyatakan bahwa dalam lingkungan sekolah yang negatif dapat meningkatkan permasalahan perilaku pada siswa. Bullying merupakan hal yang umum terjadi di sekolah sehingga dianggap wajar karena sebagian besar waktu siswa berada di sekolah (Rueda et al, 2022). Tindak agresi ini ditunjukkan dalam bentuk tindakan bullying terhadap teman sebayanya disekolah.…”