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Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Author

Listed:
  • Rubén Trigueros

    (Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain)

  • Elena Sanchez-Sanchez

    (Department of Psychology, University of Almeria, 04120 Almeria, Spain)

  • Isabel Mercader

    (Department of Psychology, University of Almeria, 04120 Almeria, Spain)

  • José M. Aguilar-Parra

    (Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain)

  • Remedios López-Liria

    (Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain)

  • María José Morales-Gázquez

    (Department of Nursing, University of Las Palmas de Gran Canaria (ULPGC), Juan de Quesada, 30, 35001 Las Palmas de Gran Canaria, Spain)

  • Juan M. Fernández-Campoy

    (Department of Education, University of Almeria, 04120 Almeria, Spain)

  • Patricia Rocamora

    (Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain)

Abstract

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “ Bateria de socialización BAS-3 ” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

Suggested Citation

  • Rubén Trigueros & Elena Sanchez-Sanchez & Isabel Mercader & José M. Aguilar-Parra & Remedios López-Liria & María José Morales-Gázquez & Juan M. Fernández-Campoy & Patricia Rocamora, 2020. "Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:12:p:4208-:d:370800
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    Citations

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    Cited by:

    1. Sara González-Yubero & Susana Lázaro-Visa & Raquel Palomera Martín, 2020. "The Protective Association of Trait and Ability Emotional Intelligence with Adolescent Tobacco Use," IJERPH, MDPI, vol. 17(18), pages 1-13, September.
    2. Aaron Rillo-Albert & Pere Lavega-Burgués & Queralt Prat & Antoni Costes & Verónica Muñoz-Arroyave & Unai Sáez de Ocáriz, 2021. "The Transformation of Conflicts into Relational Well-Being in Physical Education: GIAM Model," IJERPH, MDPI, vol. 18(3), pages 1-20, January.
    3. Carlos Salavera & Pablo Usán & Alberto Quilez-Robres, 2022. "Exploring the Effect of Parental Styles on Social Skills: The Mediating Role of Affects," IJERPH, MDPI, vol. 19(6), pages 1-12, March.
    4. 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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