Bienestar en víctimas de acoso: ¿puede la inteligencia emocional marcar una diferencia en función del género de los adolescentes?

• Quintana-Orts, Cirenia ^[1] ; Chamizo, Maria Teresa ^[2] ; Rey, Lourdes ^[2] ; Neto, Félix ^[3]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  3. [3] Universidade Do Porto

     Universidade Do Porto

     Santo Ildefonso, Portugal

     

  Mostrar afiliaciones +
• Localización: Know and Share Psychology, ISSN-e 2695-723X, Vol. 1, Nº. 4, 2020 (Ejemplar dedicado a: Avances teóricos y aplicados en inteligencia emocional: Homenaje a 30 años de recorrido científico), págs. 189-200
• Idioma: español
• DOI: 10.25115/kasp.v1i4.4257
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Cómo reaccionen y de qué recursos personales dispongan los adolescentes ante circunstancias estresantes como el acoso escolar, afectará a su nivel de bienestar. Uno de los factores protectores que presenta importantes efectos beneficiosos en la salud y el bienestar de los adolescentes es la inteligencia emocional. Sin embargo, el conocimiento de la relación entre la victimización por acoso escolar, los niveles de satisfacción vital y el papel moderador de la inteligencia emocional es escaso. El propósito de este estudio fue explorar las relaciones entre victimización, satisfacción vital e inteligencia emocional, así como examinar las diferencias de género. En total, participaron 961 adolescentes clasificados como víctimas de acoso escolar (576 chicas) de 12 a 18 años. Los resultados mostraron correlaciones en línea con lo esperado: la inteligencia emocional correlacionó negativamente con la victimización escolar y positivamente con la satisfacción vital. Sólo se encontraron diferencias de género para las medias de victimización escolar, siendo los chicos más victimizados que las chicas con comportamientos más verbales y directos. La inteligencia emocional resultó ser un importante amortiguador de las consecuencias negativas que tendría la victimización sobre el bienestar, pero sólo para los chicos. Finalmente, se discuten los principales hallazgos y las implicaciones de esta investigación sobre los niveles de bienestar y algunas claves de prevención y tratamiento a través de la inteligencia emocional en víctimas de acoso escolar.

  • English

    How adolescents react and which personal resources are available to deal with stressful experiences such as school bullying will affect adolescents’ level of well-being. One of the many protective factors that present significant beneficial effects on adolescent health and well-being is emotional intelligence. However, kno-wledge on the relations between bullying victimization, life satis-faction, and the moderating role of emotional intelligence is scar-ce. The aim of this study was to explore the links between school victimization, life satisfaction, and emotional intelligence, as well as to examine gender differences. A total of 961 adolescents, clas-sified as victims of bullying (576 girls) between 12 and 18 years old, participated. In line with expectations, the results showed that emotional intelligence correlated negatively with school victimiza-tion and positively with life satisfaction. Gender differences were solely found for bullying victimization, with boys being more victimized than girls in more verbal and direct behavioral acts. Emotional intelligence proved to be an important buffer on the negative consequences that bullying may have on well-being, but only for boys. Finally, the main research findings and implications are discussed considering the levels of well-being and some clues for the prevention and treatment through emotional intelligence in victims of school bullying.

• Referencias bibliográficas
  • Arif, S., Khan, S., Rauf, N. K. y Sadia, R. (2019). Mental Well-Being among Adolescents. Pakistan Journal of Psychological Research, 34(4),...
  • Atienza, F. L., Balaguer, I. y García-Merita, M. L. (2003). Satisfaction with Life Scale: Analysis of factorial invariance across sexes. Personality...
  • Borualogo, I. S. y Casas, F. (2019). Subjective Well-Being of Bullied Children in Indonesia. Applied Research in Quality of Life. https://doi.org/10.1007/s11482-019-09778-1
  • Brighi, A., Ortega, R., Pyzalski, J., Scheithauer, H., Smith, P. K., Tsormpatzoudis, C., … y Thompson, J. (2012). European Bullying Intervention...
  • Cañas, E., Estévez, E., Martínez-Monteagudo, M. C. y Delgado, B. (2020). Emotional adjustment in victims and perpetrators of cyberbullying...
  • Cejudo, J., Rodrigo-Ruiz, D., López-Delgado, M. L. y Losada, L. (2018). Emotional Intelligence and Its Relationship with Levels of Social...
  • Chen, X., Cai, Z., He, J. y Fan, X. (2020). Gender Differences in Life Satisfaction Among Children and Adolescents: A Meta-analysis. Journal...
  • Cheung, R. Y. M., Leung, M. C., Chung, K. K. H. y Cheung, H. Y. (2018). Family Risks and Adolescent Adjustment in Chinese Contexts: Testing...
  • Cohen, K. (1977). Statistical power for the behavioral sciences (Ed. rev.). Academic Press.
  • Diener, E., Emmons, R. A., Larsen, J. y Griffin, S. (1985). The Satisfaction With Life Scale. Journal of Personality Assessment, 49(1), 71–75.
  • Diener, E., Heintzelman, S. J., Kushlev, K., Tay, L., Wirtz, D., Lutes, L. D. y Oishi, S. (2017). Findings All Psychologists Should Know From...
  • Diener, E., Suh, E. M., Lucas, R. E. y Smith, H. L. (1999). Subjective Well-Being: Three Decades of Progress. Psychological Bulletin, 125(2),...
  • Elias, M. J. (2006). The Connection Between Academic and Social-Emotional Learning. En M. J. Elias y H. Arnold (Eds.), The Educators’ Guide...
  • Estévez, E., Estévez, J. F., Segura, L. y Suárez, C. (2019). The Influence of Bullying and Cyberbullying in the Psychological Adjustment of...
  • International Journal of Environmental Research and Public Health, 16, 2080. https://doi.org/10.3390/ijerph16122080
  • Extremera, N. y Rey, L. (2016). Ability emotional intelligence and life satisfaction: Positive and negative affect as mediators. Personality...
  • Extremera, N., Rey, L. y Sánchez-Álvarez, N. (2019). Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S)....
  • Ferraz de Camargo, L. y Rice, K. (2020). Positive reappraisal moderates depressive symptomology among adolescent bullying victims. Australian...
  • Garaigordobil, M. (2020). Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors....
  • Garaigordobil, M. y Machimbarrena, J. M. (2019). Victimization and Perpetration of Bullying/Cyberbullying: Connections with Emotional and...
  • García, L., Quintana Orts, C. y Rey, L. (2020). Cibervictimización y satisfacción vital en adolescentes: la inteligencia emocional como variable...
  • Geng, Y. (2018). Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis....
  • Gomez-Baya, D., Mendoza, R., Paino, S. y de Matos, M. G. (2017). Perceived emotional intelligence as a predictor of depressive symptoms during...
  • Hayes, A. F. (2018). Introduction to Mediation, Moderation, and Conditional Process Analysis. A Regression-Based Approach (2ª ed.). Guilford...
  • Hinduja, S. y Patchin, J. W. (2019). Connecting Adolescent Suicide to the Severity of Bullying and Cyberbullying. Journal of School Violence,...
  • Hsieh, Y. P., Wei, H. S., Hwa, H. L., Shen, A. C. T., Feng, J. Y. y Huang, C. Y. (2019). The Effects of Peer Victimization on Children’s Internet...
  • Kowalski, R. M., Limber, S. P. y McCord, A. (2019). A developmental approach to cyberbullying: Prevalence and protective factors. Aggression...
  • Koyanagi, A., Oh, H., Carvalho, A. F., Smith, L., Haro, J. M., Vancampfort, D., Stubbs, B. y DeVylder, J. E. (2019). Bullying Victimization...
  • Kulkarni, N. y Patki, S. M. (2019). Fostering Students’ Psychological Well-Being Amidst the Threat of Bullying: Emotional Intelligence May...
  • Lázaro-Visa, S., Palomera, R., Briones, E., Fernández-Fuertes, A. A. y Fernández-Rouco, N. (2019). Bullied adolescent’s life satisfaction:...
  • Lee, J., Hong, J. S., Resko, S. M. y Tripodi, S. J. (2018). Face-to-Face Bullying, Cyberbullying, and Multiple Forms of Substance Use Among...
  • Liu, Y., Carney, J. L. V., Kim, H., Hazler, R. J. y Guo, X. (2020). Victimization and students’ psychological well-being: The mediating roles...
  • Lopez-Zafra, E., Ramos-Álvarez, M. M., El Ghoudani, K., Luque-Reca, O., Augusto-Landa, J. M., Zarhbouch, B., Alaoui, S., Cortés-Denia, D....
  • Mayer, J. D., Caruso, D. R. y Salovey, P. (2016). The Ability Model of Emotional Intelligence: Principles and Updates. Emotion Review, 8(4),...
  • Mayer, J. D. y Salovey, P. (1997). What is emotional intelligence? En P. Salovey y D. J. Sluyter (Eds.), Emotional development and emotional...
  • Miranda, R., Oriol, X., Amutio, A. y Ortúzar, H. (2019). Bullying en la adolescencia y satisfacción con la vida: ¿puede el apoyo de los adultos...
  • Nozaki, Y. (2019). Why do bullies matter?: The impacts of bullying involvement on Adolescents’ life satisfaction via an adaptive approach....
  • Ortega-Ruiz, R., Del Rey, R. y Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q. Psicología...
  • Piqueras, J. A., Salvador, M. D. C., Soto-Sanz, V., Mira, F. y Pérez-González, J. C. (2020). Strengths against psychopathology in adolescents:...
  • Quintana-Orts, C., Mérida-López, S., Rey, L., Neto, F. y Extremera, N. (2020). Untangling the Emotional Intelligence-Suicidal Ideation Connection:...
  • Quintana-Orts, C. y Rey, L. (2018). Traditional bullying, cyberbullying and mental health in early adolescents: Forgiveness as a protective...
  • Quintana-Orts, C., Rey, L., Mérida-López, S. y Extremera, N. (2019). What bridges the gap between emotional intelligence and suicide risk...
  • Quintana-Orts, C., Rey, L. y Neto, F. (2020). Are Loneliness and Emotional Intelligence Important Factors for Adolescents? Understanding the...
  • Rey, L., Mérida-López, S., Sánchez-Álvarez, N. y Extremera, N. (2019). When and How Do Emotional Intelligence And Flourishing Protect against...
  • Salguero, J. M., Extremera, N., Cabello, R. y Fernández-Berrocal, P. (2015). If You Have High Emotional Intelligence (EI), You Must Trust...
  • Salmon, S., Turner, S., Taillieu, T., Fortier, J. y Afifi, T. O. (2018). Bullying victimization experiences among middle and high school adolescents:...
  • Sánchez-Álvarez, N., Extremera, N. y Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being:...
  • Schoeps, K., Montoya-Castilla, I. y Raufelder, D. (2019). Does Stress Mediate the Association Between Emotional Intelligence and Life Satisfaction...
  • Schoeps, K., Tamarit, A., González, R. y Montoya-Castilla, I. (2019). Competencias emocionales y autoestima en la adolescencia: Impacto sobre...
  • Smith, P. K. y Brain, P. (2000). Bullying in Schools: Lessons From Two Decades of Research. Aggressive Behavior, 26, 1–9.
  • Smith, P. K., López-Castro, L., Robinson, S. y Görzig, A. (2019). Consistency of gender differences in bullying in cross-cultural surveys....
  • Suldo, S. M., Minch, D. R. y Hearon, B. V. (2015). Adolescent Life Satisfaction and Personality Characteristics: Investigating Relationships...
  • Trigueros, R., Sanchez-Sanchez, E., Mercader, I., Aguilar-Parra, J. M., López-Liria, R., Morales-Gázquez, M. J., Fernández-Campoy, J. M. y...
  • https://doi.org/10.3390/ijerph17124208
  • Urchaga, J. D., Guevara, R. M. y González, F. (2020). El maltrato en educación secundaria según sexo y curso escolar. Relaciones con iguales,...
  • Valois, R. F., Paxton, R. J., Zullig, K. J. y Huebner, E. S. (2006). Life satisfaction and violent behaviors among middle school students....
  • Varela, J. J., Guzmán, J., Alfaro, J. y Reyes, F. (2019). Bullying, Cyberbullying, Studen Life Satisfaction and the Community of Chilean Adolescents....
  • Viejo, C. y Ortega-Ruiz, R. (2015). Cambios y riesgos asociados a la adolescencia. Psychology, Society y Education, 7(2), 109–118. https://doi.org/10.25115/psye.v7i2.527
  • Wong, C.-S. y Law, K. S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study....
  • Zych, I., Farrington, D. P. y Ttofi, M. M. (2019). Protective factors against bullying and cyberbullying: A systematic review of meta-analyses....