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Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence

Author

Listed:
  • María Carmen Martínez-Monteagudo

    (Department of Developmental Psychology and Teaching, University of Alicante, 03690 Alicante, Spain)

  • Beatriz Delgado

    (Department of Developmental Psychology and Teaching, University of Alicante, 03690 Alicante, Spain)

  • José Manuel García-Fernández

    (Department of Developmental Psychology and Teaching, University of Alicante, 03690 Alicante, Spain)

  • Esther Rubio

    (Department of Developmental Psychology and Teaching, University of Alicante, 03690 Alicante, Spain)

Abstract

The devastating consequences of cyberbullying during adolescence justify the relevance of obtaining empirical evidence on the factors that may cause participation in its distinct roles. The goal of this study was to analyze the predictive capacity of aggressiveness (physical aggression, verbal aggression, anger, and hostility) and emotional intelligence (attention, understanding, and emotional regulation) with respect to being a victim, aggressor or victim–aggressor of cyberbullying during adolescence. The Screening for Peer Bullying, the Aggressiveness Questionnaire and the Trait Meta-Mood Scale-24 were administered to a sample of 1102 Spanish secondary education students, aged 12 to 18. In general, results revealed a higher probability of being a victim, aggressor or victim–aggressor as physical aggressiveness and anger increased. On the other hand, results revealed a low probability of being a victim, aggressor or victim–aggressor as emotional understanding and emotional regulation increased. These findings highlight the importance of considering said variables when creating prevention programs to stop or reduce the social and educational issue of cyberbullying during adolescence.

Suggested Citation

  • María Carmen Martínez-Monteagudo & Beatriz Delgado & José Manuel García-Fernández & Esther Rubio, 2019. "Cyberbullying, Aggressiveness, and Emotional Intelligence in Adolescence," IJERPH, MDPI, vol. 16(24), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:24:p:5079-:d:297269
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    References listed on IDEAS

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    1. Marie Christine Bergmann & Dirk Baier, 2018. "Prevalence and Correlates of Cyberbullying Perpetration. Findings from a German Representative Student Survey," IJERPH, MDPI, vol. 15(2), pages 1-13, February.
    2. Cirenia Quintana-Orts & Lourdes Rey, 2018. "Traditional Bullying, Cyberbullying and Mental Health in Early Adolescents: Forgiveness as a Protective Factor of Peer Victimisation," IJERPH, MDPI, vol. 15(11), pages 1-14, October.
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    Cited by:

    1. Jesús F. Estévez & Elizabeth Cañas & Estefanía Estévez, 2020. "The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(10), pages 1-12, May.
    2. Raquel Escortell & David Aparisi & María Carmen Martínez-Monteagudo & Beatriz Delgado, 2020. "Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents," IJERPH, MDPI, vol. 17(16), pages 1-11, August.
    3. María Teresa Chamizo-Nieto & Lourdes Rey & John Pellitteri, 2020. "Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
    4. María J. Navas-Martínez & M. Carmen Cano-Lozano, 2022. "Differential Profile of Specialist Aggressor versus Generalist Aggressor in Child-to-Parent Violence," IJERPH, MDPI, vol. 19(9), pages 1-16, May.
    5. Ana María Martínez-Martínez & Remedios López-Liria & José Manuel Aguilar-Parra & Rubén Trigueros & María José Morales-Gázquez & Patricia Rocamora-Pérez, 2020. "Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students," IJERPH, MDPI, vol. 17(21), pages 1-12, October.

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