A closer look at the emotional intelligence construct: how do emotional intelligence facets relate to life satisfaction in students involved in bullying and cyberbullying?

• Cirenia Quintana-Orts ^[1] ; Sergio Mérida-López ^[2] ; Lourdes Rey ^[2] ; Natalio Extremera ^[2]
  1. [1] Universidad de Sevilla

     Universidad de Sevilla

     Sevilla, España

     
  2. [2] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 11, Nº. 3, 2021, págs. 711-725
• Idioma: inglés
• DOI: 10.3390/ejihpe11030051
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 10 Citas
• Resumen

  • Adolescents’ perception of their own emotional abilities has been related to psychological adjustment and well-being. However, there are still few studies focusing on specific emotional dimensions in relation to bullying and well-being in adolescence. This study analysed the relationship between emotional intelligence (EI) facets, satisfaction with life, bullying and cyberbullying in adolescents. The sample consisted of 3520 high school students (51.5% females) aged between 12 and 18 years (M = 14.37; SD = 1.67). The correlation analyses showed that the majority of EI facets were positively related to satisfaction with life and negatively with both types of violence. As was expected, bullying and cyberbullying victims and bully–victims scored lower in satisfaction with life and the majority of EI facets. Controlling for sex, age, and grade, self-emotion appraisal, use of emotions and regulation of emotion were the best predictors of life satisfaction in bully–victims of bullying and cyberbullying. Finally, we discuss the relevance of these findings for clinical and educational practice on EI seeking to promote subjective well-being among adolescents involved in bullying and cyberbullying.

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