Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students
The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents...
| Main Authors: | , , , , , |
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
| Published: |
MDPI
2020
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| Subjects: | |
| Online Access: | http://hdl.handle.net/10835/8734 |
| _version_ | 1789406373770952704 |
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| author | Martínez Martínez, Ana María López Liria, Remedios Aguilar Parra, José Manuel Trigueros, Rubén Morales Gázquez, María José Rocamora Pérez, Patricia |
| author_facet | Martínez Martínez, Ana María López Liria, Remedios Aguilar Parra, José Manuel Trigueros, Rubén Morales Gázquez, María José Rocamora Pérez, Patricia |
| author_sort | Martínez Martínez, Ana María |
| collection | DSpace |
| description | The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors. |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-8734 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2020 |
| publisher | MDPI |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-87342023-04-12T19:11:49Z Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students Martínez Martínez, Ana María López Liria, Remedios Aguilar Parra, José Manuel Trigueros, Rubén Morales Gázquez, María José Rocamora Pérez, Patricia cybervictimization emotional intelligence academic performance The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors. 2020-11-03T11:26:10Z 2020-11-03T11:26:10Z 2020-10-22 info:eu-repo/semantics/article 1660-4601 http://hdl.handle.net/10835/8734 en https://www.mdpi.com/1660-4601/17/21/7717 Attribution-NonCommercial-NoDerivatives 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess MDPI |
| spellingShingle | cybervictimization emotional intelligence academic performance Martínez Martínez, Ana María López Liria, Remedios Aguilar Parra, José Manuel Trigueros, Rubén Morales Gázquez, María José Rocamora Pérez, Patricia Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title | Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title_full | Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title_fullStr | Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title_full_unstemmed | Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title_short | Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students |
| title_sort | relationship between emotional intelligence, cybervictimization, and academic performance in secondary school students |
| topic | cybervictimization emotional intelligence academic performance |
| url | http://hdl.handle.net/10835/8734 |
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