The modeling Effect of Emotional Competence in Cyberbullying Profiles
Abstract
Emotional competencies are fundamental in preventing involvement in cyberbullying situations. The main goal of this research is to study the involvement profile in cyberbullying situations, according to the mediating effect of variables such as perceived emotional intelligence, gender and age in the adult population. To this end, measures are taken through self-reports exploring the profiles of cyberbullying and the dimensions of Perceived Emotional Intelligence (PEI), among a sample of 848 subjects enrolled in Massive Open Online Courses (MOOCs). Multivariate and binomial regression analyses are carried out, showing that the majority of participants who have difficulties in understanding and regulating their emotional states are involved in situations of cyberbullying, and pointing to emotional intelligence skills as a clear protective factor against cyberbullying. These results show the need to pay greater attention to the phenomenon of cyberbullying in the adult population, as well as the relevance of emotional intelligence skills in the prevention of cyberbullying.
Downloads
References
Avilés, J. M., Irurtia, M. J., García-López, L. J., & Caballo, V. E. (2011). El maltrato entre iguales: “Bulling” [El maltrato entre iguales: “Bulling”]. Psi-cología Conductual, 19, 57-90.
Bernal, N. C., & Ramírez, F. C. (2019). El programa CIE: intervención en ci-beracoso escolar mediante el desarrollo de la inteligencia Emocional [The CIE program: intervention in school cyberbullying through the develo-pment of Emotional intelligence]. European Journal of Health Re-search:(EJHR), 5(1), 39-49.
Berrocal, P., Ruiz-Aranda, D., Salguero, J. M., Palomera, R. & Extremera, N. (2018). The Relationship of Botín Foundation's Emotional Intelligence Test (TIEFBA) with Personal and Scholar Adjustment of Spanish Ado-lescents. Revista de Psicodidáctica, 23(1), 1-8.
Betts, L. R., Baguley, T. & Gardner, S. E. (2019). Examining adults’ partici-pant roles in cyberbullying. Journal of Social and Personal Relationships.
Bianchi, A. & Phillips, J. G. (2005). Psychological Predictors of Problem Mo-bile Phone Use. Cyberpsychology & Behavior, 8, 39-51.
Brighi, A., Guarini, A., Melotti, G., Galli, S. & Genta, M. L. (2012). Predictors of victimization across direct bullying, indirect bullying and cyberbullying. Emotional Behavioural Difficulties, 17, 375-388.
Caballo, V. E., Calderero, M., Arias, B., Salazar, I. C. & Irurtia, M. J. (2012). Desarrollo y validación de una nueva medida de autoinforme para evaluar el acoso escolar (Bullying) [Development and validation of a new self-report measure to assess bullying]. Psicología Conductual, 20, 625-647.
Calvete, E., Orue, I., Estévez, A., Villardón, L. & Padilla, P. (2010). Cyberbul-lying in Adolescents: Modalities and Aggressors’ Profile. Computers in Human Behavior, 26, 1128-1135.
Colás, P., González, T. & De Pablos, J. (2013). Juventud y redes sociales: Mo-tivaciones y usos preferentes [Youth and social networks: Motivations and preferential uses]. Comunicar, 40, 15-23.
Company, R., Orbest, U. & Sánchez, F. (2012). Regulación emocional inter-personal de las emociones de ira y tristeza [Interpersonal emotional regu-lation of the emotions of anger and sadness]. Boletín de Psicología, 104, 7-36.
Del Rey, R., Casas, J. A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer, H., Smith, P. & Guarini, A. (2015). Structural validation and cross-cultural robustness of the European Cyberbullying Intervention Project Questionnaire. Computers in Human Behavior, 50, 141-147.
Díaz-Gandasegui, V. (2011). Mitos y realidades de las redes sociales. Informa-ción y comunicación en la Sociedad de la Información [Myths and reali-ties of social networks. Information and communication in the Infor-mation Society]. Prisma Social, 6, 1-26.
Durán, M. & Martínez, R. (2015) Ciberacoso mediante teléfono móvil e Inter-net en las relaciones de noviazgo entre jóvenes [Cyberbullying through mobile phones and the Internet in dating relationships among young people]. Comunicar, 22(44), 159-167.
Elipe, P., Ortega, R., Hunter, S. C. & Del Rey, R. (2012). Inteligencia emocio-nal percibida e implicación en diversos tipos de acoso escolar [Perceived emotional intelligence and involvement in various types of bullying]. Psi-cología Conductual, 20(1), 169-181.
Elipe, P., Mora-Merchán, J. A., Ortega, R. & Casas, J. A. (2015). Perceived Emotional Intelligence as a Moderator Variable between Cybervictimiza-tion and Its Emotional Impact. Frontiers in Psychology, 6, 486.
Enríquez, H. (2011). Inteligencia emocional plena: Hacia un programa de regulación emocional basado en la conciencia plena[Inteligencia emocional plena: Hacia un pro-grama de regulación emocional basado en la conciencia plena] (doctoral thesis). Universidad de Málaga.
Extremera, N. & Fernández-Berrocal, P. (2004). Inteligencia emocional, cali-dad de las relaciones interpersonales y empatía en estudiantes universita-rios [Emotional intelligence, quality of interpersonal relationships and empathy in university students]. Clínica y Salud, 14, 117-137.
Extremera, N. & Fernández-Berrocal, P. (2005). Inteligencia emocional perci-bida y diferencias individuales en el metaconocimiento de los estados emocionales: una revisión de los estudios con el TMMS [Perceived emo-tional intelligence and individual differences in meta-knowledge of emo-tional states: a review of studies with the TMMS]. Ansiedad y estrés, 11(2-3), 101-122.
Fenaughty, J. & Harré, N. (2013). Factors associated with distressing electronic harassment and cyberbullying. Computers in Human Behavior, 29, 803-811.
Fernández-Berrocal, P., Ruiz-Aranda, D., Salguero, J. M., Palomera, R., & Ex-tremera, N. (2018). La relación del Test de Inteligencia Emocional de la Fundación Botín (TIEFBA) con el ajuste personal y escolar de adolescen-tes españoles [The relationship of the Botín Foundation Emotional Inte-lligence Test (TIEFBA) with the personal and school adjustment of Spa-nish adolescents]. Revista de Psicodidáctica, 23(1), 1-8.
Finn, J. (2004). A survey of Online Harassment at a University Campus. Journal of Interpersonal Violence 19, 468-483.
Finn, J. & Banach, M. (2000). Victimization Online: The Down -side of Seek-ing Human Services for Women on the Internet. Cyber Psychology & Behav-ior, 3, 785-797.
Garaigordobil, M. & Aliri, J. (2013). Ciberacoso ("cyberbullying") en el país vasco: Diferencias de sexo en víctimas, agresores y observadores [Cyber-bullying in the Basque Country: Sex differences in victims, aggressors and observers]. Psicología Conductual, 21(3), 461.
Garaigordobil, M. (2017). Conducta antisocial: conexión con bullying/cyberbullying y estrategias de resolución de conflictos [Antiso-cial behavior: connection with bullying / cyberbullying and conflict reso-lution strategies]. Psychosocial Intervention, 26(1), 47-54.
García, L., Quintana-Orts, C., & Rey, L. (2019). Cibervictimización y satisfac-ción vital en adolescentes: la inteligencia emocional como variable media-dora [Cybervictimization and life satisfaction in adolescents: emotional intelligence as a mediating variable]. Revista de Psicología Clínica con Niños y Adolescentes encia emocional como variable mediadora. Retrieved from http:// www.revistapcna.com/sites/default/files/1915.pdf Gofin, R. & Avitzour, M. (2012). Traditional versus internet bullying in junior high school students. Maternal and Child Health Journal, 16, 1625-1635.
Romera, E. M., Cano, J. J., García-Fernández, C. M. & Ortega-Ruiz, R. (2016). Cyberbullying: competencia social, motivación y relaciones entre iguales [Cyberbullying: Social Competence, Motivation and Peer Relationships]. Comunicar, 24(48), 71.
García-Sancho, E., Salguero, J.M. & Fernández-Berrocal, P. (2015). Déficits en el reconocimiento facial de las emociones y su relación con la agresión: Una revisión sistemática [Deficits in facial recognition of emotions and their relationship with aggression: A systematic review]. Ansiedad y Estrés, 19(5), 584-591.
Gázquez, J. J., Pérez-Fuentes, M.C., Díaz-Hierro, A., García-Fernández, J.M. & Inglés, C. J. (2015). Perfiles de inteligencia emocional y conducta social en adolescentes españoles [Profiles of emotional intelligence and social behavior in Spanish adolescents]. Psicología Conductual, 23(1), 141-160.
Gómez, P., Rial, A., Braña, T., Varela, J. & Barreiro, C. (2014). Evaluation and early detection of problematic Internet use in adolescents. Psicothema, 26, 21-26.
Guerra, J., León, B., Yuste, R., López, V., & Mendo, S. (2019). Emotional In-telligence and Psychological Well-Beingin Adolescents. Int. J. Environ. Res. Public Health, 16, 1720. https://doi.org/10.3390/ijerph16101720.
Heirman, W. & Walrave, M. (2009). Asseing Issues and Concerns about the Mediation of Technology in Cyberbullying. Trípodos Extra 1, 317-329.
Hodzic, S., Balagué, P. R., Costa, H. & Zenasni, F. (2016). ¿Los estudiantes con una mayor inteligencia emocional son más resistentes al estrés? El efecto modulador de la atención, la claridad y la reparación emocional [Are students with higher emotional intelligence more resistant to stress? The modulating effect of attention, clarity and emotional repair]. Psicología Conductual, 24(2), 253-272.
Holfeld, B. & Grabe, M. (2012). An examination of the history, prevalence, characteristics, and reporting of cyberbullying in the United States. Q. Li, D. Cross, & P.K. Smith (editors), Cyberbullying in the global playground: Re-search from international perspectives (117-142). USA: Blackwell Publishing Ltd.
Instituto Nacional de Estadística [INE] (2014). Encuesta sobre Equipamiento y Uso de Tecnologías de Información y Comunicación en los Hogares (TIC-H) [En-cuesta sobre Equipamiento y Uso de Tecnologías de Información y Comunicación en los Hogares (TIC-H).]. Madrid: Instituto Nacional de Estadística. Retrieved from http://www.ine.es/prensa-/np864.pdf
Katzer C, Fetchenhauer D & Belschak F (2009). Cyberbullying: Who are the victims? A comparison of victimization in Internet chatrooms and vic-timization in school. Journal of Media Psychology, 21, 25–36.
Kamibeppu, K. & Sugiura, H. (2005). Impact of the mobile phone on junior high-school students´ friendships in the Tokio metropolitan area. Cy-berpsychology & Behaviour, 8, 121-130.
Kırcaburun, K., Kokkinos, C. M., Demetrovics, Z., Király, O., Griffiths, M. D., & Çolak, T. S. (2019). Problematic online behaviors among adoles-cents and emerging adults: Associations between cyberbullying perpetra-tion, problematic social media use, and psychosocial factors. International Journal of Mental Health and Addiction, 17(4), 891-908.
Kubey, R. W., Lavin, M. J. & Barrows, J. R. (2001). Internet use and collegiate academic performance decrements: early findings. Journal of Communication, 51, 366-382.
León, B., Felipe, E., Fajardo, F. & Gómez, T. (2012). Cyberbullying in a sam-ple of secondary students: modulating variables and social networks. Elec-tronic Journal of Research in Educational Psychology, 10, 771-788.
Li, Q. (2006). Cyberbullying in schools: a research of gender differences. School Psychology International, 27, 157-170.
Li, Q., Smith, P.K., & Cross, D. (2012) Research into Cyberbullying: Context. Q. Li, D. Cross & P.K. Smith (editors), Cyberbullying in the Global Play-ground: Research from International Perspectives (3-12). Wiley-Blackwell.
Martin-Raugh, M. P., Kell, H. J. & Motowidlo, S. J. (2016). Prosocial knowledge mediates effects of agreeableness and emotional intelligence on prosocial behavior. Personality and Individual Differences, 90, 41-49.
Mayer, J. D., Roberts, R. D. & Barsade S.G. (2008). Human Abilities: Emo-tional Intelligence. The Annual Review of Psychology, 59, 507-536.
Mayer, J. D. & Salovey, P. (1997). What is Emotional Intelligence? En P. Salovey & D. Sluyter (Eds.), Emotional Development and Emotional Intelli-gence: Implications for Educators (3-34). New York: Basic Books.
Mayer, J. D., Salovey, P. & Caruso, D. R. (2000). Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) item blocket, Research version. Toronto-Ontario, Canada: MHS Publishers.
Mayer, J. D. & Salovey, P. (2007). Mayer-Salovery-Caruso emotional intelligence test. Multi-Health Systems Incorporated.
Monks, C. P., Robinson, S. & Worlidge, P. (2012). The emergence of cyber-bullying: a survey of primary school pupils' perceptions and experiences. School Psychology International, 33, 477-491.
Montoya, I., González, R. & Palanca, C. (2011). Educación emocional y vio-lencia escolar. P. Fernández-Berrocal, N. Extremera, R. Palomera, D. Ruiz-Aranda, J.M. Salguero & R. Cabello (coordinators). Inteligencia Emocional: 20 años de investigación y desarrollo [Emotional Intelligen-ce: 20 years of research and development]. II Congreso de Inteligencia Emocional (443-448). Santander: Fundación Botín.
Morahan-Martin, J. & Schumacher, P. (2000). Incidence and correlates of pathological Internet use among college students. Computers in Human Behavior, 16, 13-29.
Navarro, R., Larrañaga, E. & Yubero, S. (2016) Gender identity, gender-typed personality traits and school bullying: Victims, bullies and bully-victims. Child Indicators Research, 9(1), 1-20.
Olenik-Shemesh, D., Heiman, T. & Eden, S. (2012). Cyberbullying victimisa-tion in adolescence: relationships with loneliness and depressive mood. Emotional and Behavioural Difficulties, 17, 361-374.
Ortega, R. (2010). Treinta años de investigación y prevención del bullying y la violencia escolar. R. Ortega (coordinator), Agresividad injustificada, bullying y violencia escolar [Unjustified aggression, bullying and school violence] (15-30). Madrid: Alianza.
Ortega, R., Calmaestra, J. & Mora-Merchán, J. A. (2008). Cyberbullying. Interna-tional Journal of Psychology and Psychologic al Therapy, 8, 183-192.
Ortega, R., Elipe, P. & Calmaestra, J. (2009). Emociones de agresores y vícti-mas de cyberbullying: un estudio preliminar en estudiantes de secundaria [Emotions of bullies and victims of cyberbullying: a preliminary study in high school students]. Ansiedad y Estrés, 15, 151-165.
Ortega-Ruiz, R., Del Rey, R. & Casas, J. A. (2016). Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q [Evaluate bullying and cyberbullying Spanish validation of the EBIP-Q and the ECIP-Q]. Psicología Educativa, 22(1), 71-79.
Pedrero, E., Rodríguez, M. T. & Ruíz, J. M. (2012). Adicción o abuso del telé-fono móvil. Revisión de la literatura [Mobile phone addiction or abuse. Literature review]. Adicciones, 24, 139-152.
Pelfrey Jr., W. V. & Weber, N. L. (2013). Keyboard gangsters: analysis of inci-dence and correlates of cyberbullying in a large urban student population. Deviant Behavior, 34, 68-84.
Polo del Río, M., Mendo, S., León, B. & Castaño, F. (2017). Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión [Mo-bile Abuse in University Students and Victimization and Aggression Pro-files]. Adicciones, 29(4), 245-255.
Ramos, N. S., Fernandez-Berrocal, P. & Extremera, N. (2007). Perceived emo-tional intelligence facilitates cognitive-emotional processes of adaptation to an acute stressor. Cognition and emotion, 21(4), 758-772.
Rauf, F. H. A., Tarmidi, M., Omar, M., Yaaziz, N. N. R. & Zubir, N. I. D. M. (2013). Personal, family and academic factors towards emotional intelli-gence: A case study. International Journal of Applied Psychology, 3(1), 1-6.
Romera, E.M., Del-Rey. R. & Ortega, R. (2011). Factores asociados a la impli-cación en bullying: Un estudio en Nicaragua [Factors associated with in-volvement in bullying: A study in Nicaragua]. Psycho -social Intervention, 20, 161-170.
Romera, E. M., Cano, J. J., García-Fernández, C. M. & Ortega, R. (2016). Cyberbullying: Social Competence, Motivation and Peer Relationships. Comunicar, 24(48), 71-79.
Saadi, Z. E., Zadeh Honarmand, M. M., Najarian, B., Ahadi, H. & Askari, P. (2012). Evaluation of the Effect of Emotional Intelligence Training on Reducing Aggression in Second Year High School Female Students. Jour-nal of American Science, 8(5), 209-212.
Salovey, P., & Mayer, J. D. (1990). Emotional Intelligence. Imagination, Cogni-tion, and Personality, 9, 185-211.
Salovey, P., Mayer, J.D., Goldman, S.L., Turvey, C. & Palfai, T.P. (1995). Emo-tional attention, clarity and repair: exploring emotional intelligence using the Trait Meta-Mood Scale. In J.W. Pennebaker (editor), Emotion, disclo-sure, and health (125-154). Washington, DC: APA.
Salovey, P. (2006). Epilogue: The Agenda for Future Research. In V. Druskat; F. Sala; G. Mount (editors), Linking EI and Performance at Work - Current Research Evidence with Individuals and Groups (267-272). LEA Inc.
Sánchez, M., Fernández-Berrocal, P., Montañés, J. & Latorre, J. (2008). ¿Es la inteligencia emocional una cuestión de género? Socialización de las com-petencias emocionales en hombres y mujeres y sus implicaciones [¿Es la inteligencia emocional una cuestión de género? Socialización de las com-petencias emocionales en hombres y mujeres y sus implicaciones.]. Elec-tronic Journal of Research in Educational Psychology,6(2), 455-474.
Sentse, M., Kretschmer, T. & Salmivalli, C. (2015). The longitudinal interplay between bullying, victimization, and social status: Age-related and gender differences. Social Development, 24(3), 659-677.
Sticca, F., Ruggieri, S., Alsaker, F. & Perren, S. (2013). Longitudinal Risk Fac-tors for Cyberbullying in Adolescence. Journal of Community & Applied So-cial Psychology, 23, 52-67.
Slonje, R. & Smith, P. K. (2008). Cyberbullying: Another main type of bully-ing?. Scandinavian Journal of Psychology, 49, 147-154.
Treuer, T., Fabian, Z. & Furedi, J. (2001). Internet addiction associated with features of impulse control disorder: Is it a real psychiatric disorder? Jour-nal of Affective Disorders, 66, 266-283.
Valera, R. M. (2012). Violencia, Victimización y Ciberbullying en adolescentes esco-larizados: una perspectiva desde el Trabajo Social [Violence, Victimization and Cyberbullying in school adolescents: a perspective from Social Work] (doctoral the-sis). Universidad Pablo de Olavide, Sevilla.
Weare, K. (2004). What impact is having information technology on our young people’s health and well-being? Health Education, 104, 129-131.
Weissberg, R. P. & Greenberg, M.T. (1998). School and community compe-tence-enhancement and prevention programs. I.E. Sigel & K.A. Ren-ninger (editors), Handbook of child psychology: Vol.4. Child psychology in practice (5th ed., 877-954). Nueva York: John Wiley & Sons.
Ybarra, M. L. & Mitchell, K. J. (2004). Online Aggressor/Targets, Aggressors, and Targets: A Comparison of Associated Youth Characteristics. Journal of Child Psychology and Psychiatry, 45, 1308-1316.
Copyright (c) 2021 Servicio de Publicaciones, University of Murcia (Spain)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The works published in this journal are subject to the following terms:
1. The Publications Service of the University of Murcia (the publisher) retains the property rights (copyright) of published works, and encourages and enables the reuse of the same under the license specified in paragraph 2.
© Servicio de Publicaciones, Universidad de Murcia, 2022
2. The works are published in the online edition of the journal under a Creative Commons Reconocimiento-CompartirIgual 4.0 (legal text). You can copy, use, distribute, transmit and publicly display, provided that: i) you cite the author and the original source of publication (journal, editorial and URL of the work), ii) are not used for commercial purposes, iii ) mentions the existence and specifications of this license.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
3. Conditions of self-archiving. Is allowed and encouraged the authors to disseminate electronically pre-print versions (version before being evaluated and sent to the journal) and / or post-print (version reviewed and accepted for publication) of their works before publication, as it encourages its earliest circulation and diffusion and thus a possible increase in its citation and scope between the academic community. RoMEO Color: Green.
