Strathprints Home | Open Access | Browse | Search | User area | Copyright | Help | Library Home | SUPrimo

Inteligencia emocional percibida e implicación en diversos tipos de acoso escolar

Elipe, Paz and Ortega, Rosario and Hunter, Simon C. and Del Rey, Rosario (2012) Inteligencia emocional percibida e implicación en diversos tipos de acoso escolar. Psicologia Conductual, 20 (1). pp. 169-181. ISSN 1132-9483

[img]
Preview
PDF (Elipe-etal-InteligenciaEmocional-preprint) - Draft Version
Download (358Kb) | Preview

    Abstract

    The emotional intelligence construct has been introduced in recent years to the field of educational psychology. However, very little research has evaluated the extent to which it shapes the roles played by pupils in school contexts. Some previous studies have shown that meta-mood about one’s own emotions, perceived emotional intelligence (PEI), can distinguish students involved in bullying from those not involved. This study tries develops this area of knowledge by specifically focusing on cyberbullying situations where bullying is mediated by the use of information and communication technologies. Participants were 5759 adolescent students from Andalucia (South of Spain). The results show that PEI can discriminate between the roles young people play in traditional bullying but not for cyberbullying. These results are discussed according to possible differences in emotional management across bullying and cyberbullying.

    Item type: Article
    ID code: 36435
    Keywords: bullying, cyberbullying, perceived emotional intelligence, victimization, Psychology, Clinical Psychology, Experimental and Cognitive Psychology
    Subjects: Philosophy. Psychology. Religion > Psychology
    Department: Faculty of Humanities and Social Sciences (HaSS) > School of Psychological Science and Health > Psychology
    Related URLs:
    Depositing user: Pure Administrator
    Date Deposited: 12 Dec 2011 16:37
    Last modified: 20 May 2014 00:42
    URI: http://strathprints.strath.ac.uk/id/eprint/36435

    Actions (login required)

    View Item

    Fulltext Downloads: