Emotional intelligence and bullying in elementary school children

Article Sidebar

PDF (Español (España))
Published: Apr 28, 2018
DOI: https://doi.org/10.17060/ijodaep.2018.n1.v1.1200
Keywords:
emotional intelligence bullying elementary school children

Main Article Content

Cordelia Estévez Casellas
Centro Crimina Universidad Miguel Hernández. España
Aída Carrillo
Centro Crimina Universidad Miguel Hernández. España
María Dolores Gómez-Medina
Centro Crimina Universidad Miguel Hernández. España

Abstract

Several studies detect clear differences in the profiles of emotional intelligence associated with the roles of victims or aggressors in the phenomenon of bullying (Casas, Ortega, Del Rey, 2015). These studies usually focus on the adolescent population, but there are fewer studies that analyze this phenomenon in children under 11 years of age. The Cisneros Studio (Piñuel, 2006) shows that rates of bullying in elementary schools outnumber high school, therefore it is necessary to analyze the emotional characteristics of children under 11 years involved in bullying. The objective is to analyze the emotional profile school children between 8 and 11 years involved in bullying.

Methods: 291 children between 8 and 11 years of age in which the variables were evaluated trait emotional intelligence Emotional Intelligence Inventory BarOn were interviewed ICE: NA (Baron, 2004), and role associated with the phenomenon of bullying Test Bull-S. (Cherry, 2002)

It is confirmed that the prevalence of bullying at this age is high (18% aggressors and victims 12%) being boys who mainly assume the role of aggressor (90%) and victim (67%).One-way ANOVA analysis confirmed, with an index of significance smaller than 0.05, that aggressors scored lower on the Global Intelligence quotient as well as the dimensions interpersonal skills and stress management.

In turn, the victims presented lower scores in these dimensions compared to the observers but higher than those of the aggressors.
We can conclude that the role of emotional intelligence in elementary school children involved in the phenomenon of bullying is an aspect to be taken into account, when designing prevention strategies.

Downloads

Download data is not yet available.

Article Details

How to Cite
Estévez Casellas, C., Carrillo, A., & Gómez-Medina, M. D. (2018). Emotional intelligence and bullying in elementary school children. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 1(1), 227–238. https://doi.org/10.17060/ijodaep.2018.n1.v1.1200
Issue
Vol. 1 No. 1 (2018): PSYCHOLOGY IN THE CURRENT WORLD
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Albores-Gallo, L., Sauceda-García, J., Ruiz-Velasco, S., y Roque-Santiago, E. (2011). El acoso escolar (bullying) y su asociación con trastornos psiquiátricos en una muestra de escolares en México. Salud Pública de México, 53(3), 220-227.

Alonso, J. y Román, J. M. (2005). Prácticas educativas familiares y autoestima. Psicothema, 17, 76-82.

Avilés, J. (2006). Bullying: el maltrato entre iguales. Agresores, víctimas y testigos en la escuela. Salamanca: Amarú.

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.

Bornstein, L. y Bornstein M. H. (2007). Parenting styles and child development. Encyclopedia on Early Childhoop Development, 1-4. Montreal, Quebec: Centre of Excellence for Early Childhood Development.

Cerezo, F. (2001). Variables de personalidad asociadas en la dinámica bullying (agresores versus víctimas) en niños y niñas de 10 a 15 años. Anales de psicología 17, 37-43

Cerezo, F. (2008). Agresores y Víctimas del Bullying. Desigualdades de género en la violencia entre escolares. Revista de Informació Psicológica. (94), 49-59.

Departamento de Educación, U. e. (2007). Guía de actuación en los centros educativos ante el maltrato entre iguales. Servicio Central de Publicaciones del Gobierno Vasco.

Estévez, E., Martínez, B. y Jiménez, T.I. (2009). Las relaciones sociales en la escuela: El problema del rechazo escolar. Revista de los Psicólogos de la Educación, 15(1), 45-60.

Fernández-Berrocal, P. y Ruiz-Aranda, D. (2008). Emotional intelligence in the school context. Electronic Journal of Research in Educational Psychology, 15.

Fergus, S., y Zimmerman, M. (2005). ADOLESCENT RESILIENCE: A Framework for Understanding Healthy Developmentin the Face of Risk. Annual Review of Public Health 26(1):, 399-419.

Furnham, A. y Cheng, H. (2004). Perceived parental behaviour and happiness. Social Psychiatry and Psychiatrics Epidemiology, 35, 463-470.

Garner, P. W., y Lemerise, E. A. (2007). The roles of behavioral adjustment and conceptions of peers and emotions in preschool children’s peer victimization. Development and Psychopathology, 19, 57-71.

Garaigordobil, M. y Oñederra, J.A. (2010). Inteligencia emocional en las víctimas de acoso escolar y en los agresores. European Journal of Education and Psychology, 3(2), 243-256.

Gracia, E., Lila, M. y Musitu, G. (2005). Rechazo parental y ajuste psicológico y social de los hijos. Salud Mental, 28, 73-81.

Goleman, D. (1996): Inteligencia emocional. Barcelona, España. Kairós.

Heider, D., Matschinger, H., Bernet, S., Alonso, J. y Angermeyer, M. (2006). Relationship between parental bonding and mood disorder in six European countries. Psychiatry Research, 143, 89-98.

Hidalgo, V. y Palacios, J. (1999). Desarrollo de la personalidad entre los 2 y los 6 años. Desarrollo psicológico y educación. Psicología evolutiva, 1, 257-304. Madrid: Alianza Editorial.

Inglés, C., Torregrosa, M., García-Fernández, J., Martínez-Monteagudo, M., Estévez, E., y Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7 (1), 29-41

Jabeen, F., Anis-ul-Haque, M. y Riaz, M. N. (2013). Parenting styles as predictors of emotion regulation among adolescents. Pakistan Journal of Psychological Research, 28(1), 85-105.

Khan, L., Parsonage, M., y Stubbs, J. (2015). Investing in children s mental health. A review of evidence on the costs and benefits of increased service provision. Centre for Mental Health Report.

Kelly, B. M., Schwartz, D., Gorman, A. H., y Nakamoto, J. (2008). Violent victimization in the community and children’s subsequent peer rejection: the mediating role of emotion dysregulation. Journal of Abnormal Child Psychology, 36, 175-185.

Leganés Lavall, E. (2013). Una propuesta de intervención para prevenir el acoso escolar desde una perspectiva sociogrupal. Psychology, Society and Education, 5 (1), 21-40.

Lila, M. S. y Marchetti, B. (1995). Socialización familiar. Valores y autoconcepto. Informació Psicològica, 59, 11-17.

López-Soler, C.; Puerto, J.C.; López-Pina, J.A. y Prieto, M. (2009). Percepción de los estilos educativos parentales e inadaptación en menores pediátricos. Anales de psicología, 25, 70-77.

Maccoby, E. E. y Martin, J. A. (1983). Socialization in the context of the family: Parent-child interaction. En E. M. Hetherington y P. H. MUSSEN (Eds.), Handbook of Child Psychology: Socialization, Personality, and Social Development, 4, 1-101. New York: Wiley.

Mateu-Martínez, O., Piqueras, J., Rivera-Riquelme, M., Espada, J., & Orgilés, M. (2017). Aceptación/rechazo social infantil: relación con problemas emocionales e inteligencia emocional. Avances En Psicología, 22(2), 205-213. Consultado de http://revistas.unife.edu.pe/index.php/avancesenpsicologia/article/view/190

Melchor, D. (2017). Relación entre inteligencia emocional, conductas violentas y clima escolar en educación primaria (Tesis Doctoral). Universidad Miguel Hernández, España.

Méndez, I. y Cerezo, F. (2010) Test Bull-s: programa informático de evaluación de la agresividad entre escolares. En Arnaiz, P.; Hurtado, Mª.D. y Soto, F.J. (Coords.) 25 Años de Integración Escolar en España: Tecnología e Inclusión en el ámbito educativo, laboral y comunitario. Murcia: Consejería de Educación, Formación y Empleo.

Mestre, V., Samper, P. y Frías, M. D. (2004). Personalidad y contexto familiar como factores predictores de la disposición prosocial y antisocial de los adolescentes. Revista Latinoamericana de Psicología, 36(3), 445-457.

Oliva, A., Parra, A. y Arranz, E. (2008). Estilos relacionales parentales y ajuste del adolescente. Infancia y Aprendizaje, 31, 93-106.

Plazas, E. A., Morón Cotes, M. L., Santiago, A., Sarmiento, H., Ariza López, S. E. y Patiño, C. D. (2010). Relaciones entre iguales, conducta prosocial y género desde la educación primaria hasta la universitaria en Colombia. Universitas Psychologica, 9(2), 357-369.

Ramírez-Lucas, A., Ferrando, M. y Sainz, A. (2015). ¿Influyen los estilos parentales y la inteligencia emocional de los padres en el desarrollo emocional de sus hijos escolarizados en 2º ciclo de educación infantil? Acción Psicológica, 12 (1), 65-78.

Save the Children (2016). Yo a eso no juego: bullying y ciberbullying en la infancia. SAVE THE CHILDREN España.

Springer, A. E., Cuevas, M. C., Ortiz, Y. K., y Wilkinson, A. (2015). The association of bullying and school cohesion in Colombia secondaty school students. Global Health Promotion, 1757-9759, 1-12.

Zavala, M. A., & López, I. (2012). Adolescentes en situación de riesgo psicosocial: ¿Qué papel juega la Inteligencia Emocional? Behavioral Psychology / Psicología Conductual: Revista Internacional Clínica y De La Salud, 20(1), 59-75