Violence in adolescents and emotional regulation

Article Sidebar

PDF (Español (España))
Published: Oct 22, 2017
DOI: https://doi.org/10.17060/ijodaep.2017.n1.v2.922
Keywords:
adolescence violence victimization school emotional regulation

Main Article Content

Estefanía Estévez
Universidad Miguel Hernández de Elche
Teresa I. Jiménez
Universidad de Zaragoza

Abstract

Aggression towards peers is a problem with an important presence in the secondary classrooms in most of the countries of the world, and that interferes notably in the process of teaching / learning and in the development of those involved, with consequences always negative for their wellbeing, psychological health and social relations. In the last decades, there has been a significant increase in the importance given to the management of emotion, in what has come to be called the affection revolution, a line of research that comes to emphasize that the presence of behavioral and psychopathological alterations is not so much related to excessive negative or positive emotion, but rather to the poor ability to regulate that emotion in a way that is healthy and facilitates adjustment to demands. In relation to aggression and victimization in children and adolescents, there are hardly any studies that analyze the role of emotional regulation in explaining these problems. In the present research we analyze the emotional regulation in adolescents involved in acts of school violence, both as aggressors and victims, taking as a model the theoretical approach that has the greatest theoretical and empirical solidity in relation to the regulation of emotions and, in particular, to the emotional intelligence, proposed by Mayer and Salovey in 1997. According to this model, emotional intelligence is the set of four abilities that we examine in the present work: 1) emotional perception: ability to perceive own and others’ emotions; 2) emotional assimilation: ability to generate, use and feel emotions to communicate feelings; 3) emotional understanding: ability to understand information of an emotional nature; and 4) emotional regulation: ability to be open to feelings, monitor and alter them in order to facilitate personal growth.

Downloads

Download data is not yet available.

Article Details

How to Cite
Estévez, E., & Jiménez, T. I. (2017). Violence in adolescents and emotional regulation. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 2(1), 97–104. https://doi.org/10.17060/ijodaep.2017.n1.v2.922
Issue
Vol. 2 No. 1 (2017): MONOGRAPH NO. 1. PSYCHOLOGY TODAY: CHALLENGES, ACHIEVEMENTS AND PERSPECTIVES OF THE FUTURE. ADOLESCENT PSYCHOLOGY.
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

Adrian, M., Zeman, J., & Veits, G. (2011). Methodological implications of the affect revolution: a 35-year review of emotion regulation assessment in children. Journal of Experimental Child Psychology, 110, 171-197.

Ahmad, I., Vansteenkiste, M., & Soenens, B. (2013). The relations of Arab Jordanian adolescents’ perceived maternal parenting to teacher-rated adjustment and problems: The intervening role of perceived need satisfaction. Developmental Psychology, 49, 177–183.

Baard, P. P., Deci, E. L., & Ryan, R. M. (2004). Intrinsic need satisfaction: A motivational basis of performance and well-being in two work settings. Journal of Applied Social Psychology, 34, 2045-2068.

Bohnert, A.M., Crnic, K.A., & Lim, K.G. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31(1), 79-91.

Brackett, M. A., & Mayer, J. D. (2003). Convergent, discriminant, and incremental validity of competing measures of emotional intelligence. Personality and Social Psychology Bulletin, 29, 1147–1158.

Bronfenbrenner, U. (1977). Toward an experimental ecology oh human development. American Psychologist, 32, 515-531.

Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross Cultural Psychology, 32, 618-635.

ChirKov, V. I., Ryan, R. M., & Wilness, Ch. (2005). Cultural contexts and psychological needs in Canada and Brazil. Journal of Cross-Cultural Psychology, 36(4), 423-443.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the selfdetermination of behavior. Psychological Inquiry, 11, 227-268.

Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.

Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), Oxford handbook of human motivation (pp. 85-107). Oxford, UK: Oxford University Press.

Deci, E. L., Ryan, R. M., Gagne, M., Leone, D. R., Usunov, J., & Kornazheva, B. P. (2001). Need satisfaction, motivation, and well-being in the work organizations of a former Eastern Bloc country: A cross-cultural study of self-determination. Personality and Social Psychology Bulletin, 27, 930–942.

Dunn, E. W., Brackett, M. A, Ashton-James, C., Schneiderman, E., &Salovey, P. (2007). On emotionally intelligent time travel: individual differences in affective forecasting ability. Personality & social psychology bulletin, 33(1), 85-93.

Espelage, D. L., & Swearer, S. M. (2003). Research on school bullying and victimization: what have we learned and where do we go from here? School Psychology Review, 32(3), 365-383.

Estévez, E., & Jiménez, T. I. (2015). Conducta agresiva y ajuste personal y escolar en una muestra de estudiantes adolescentes españoles. Universitas Psychologica, 14(1), 111-124.

Estévez, E., Jiménez, T.I. y Musitu, G. (2008). Violence and victimization at school in adolescence. En F. Columbus (Ed.), School Psychology: 21 st Century Issues and Challenges (pp. 79-115). Nueva York: Nova Publishers.

Fei-Yin, F., Kenney-Benson, G. A., & Pomerantz, E. M. (2004). Children’s achievement moderates the effects of mothers’ use of control and autonomy support. Child Development, 75(3), 764-780.

Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94(3), 751-755.

Filak, V., & Sheldon, K. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational Psychology, 23, 235-247.

Fischer, K. W., & Tangney, J. P. (1995). Self-conscious emotions and the affect revolution: Framework and overview. In J. P. Tangney y K. W. Fischer (Eds.), Self-conscious emotions: The psychology of shame, guilt, embarrassment, and pride (pp. 3-22). New York: Guilford Press.

Garaigordobil, M., & 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.

Gillet, N., Rosnet, E., & Vallerand, R. J. (2008). Developpement d’une echelle de satisfaction des besoins fondamentaux en context esportif. Canadian Journal of Behavioural Science, 40(4), 230–237.

Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting and Clinical Psychology, 65, 599–610.

Hunter, S. C., Mora-Merchán, J., & Ortega, G. (2004). The long-term effects of coping strategy use in victims of bullying. Spanish Journal of Psychology, 7, 3-12.

Inglés, C. I., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7, 29-40.

Jiménez, T. I., Musitu, G., Ramos, M. J., y Murgui, S. (2009). Community involvement and victimization at school: an analysis through family, personal and social adjustment. The Journal of Community Psychology, 37(8), 959-974.

Joussemet, M., Vitaro, F., Barker, E. D., Coté, S., Nagin, D., Zoccolillo, M., & Tremblay, R. E. (2008). Controlling parenting and physical aggression during elementary school. Child Development, 79, 411-425.

Juvonen, J, & Grahamn S. (2014). Bullying in schools: the power of bullies and the plight of victims. Annual Review of Psychology, 65, 159-185

Keenan, K., & Shaw, D. (2003). Starting at the beginning: Exploring the etiology of antisocial behavior in the first years of life. In B.B. Lahey, T. E. Moffitt y A. Caspi (Eds.), Causes of conduct disorder and juvenile delinquency (pp. 153-181). NY: The Guildford Press

Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers’ relatedness with students: An underemphasized component of teachers’ basic psychological needs. Journal of Educational Psychology, 104, 150–165.

Kokko, K., Tremblay R. E., Lacourse, E., Nagin D. S., & Vitaro, F. (2006). Trajectories of prosocial behavior and physical aggression in middle childhood: Links to adolescent school dropout and physical violence. Journal of Research on Adolescence, 16(3), 403–428.

Kuzucu, Y., & Simsek, O. F. (2013). Self-determined choices and consequences: the relationship between basic psychological needs satisfactions and aggression in late adolescents. The Journal of General Psychology, 140(2), 110-129.

La Guardia, J., Ryan, R. M., Couchman, C., & Deci, E.L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and wellbeing. Journal of Personality and Social Psychology, 79, 367–384.

León, J., Domínguez, E., Núñez, J. L., Pérez, A., & Martín-Albo, J. (2011). Traducción y validación de la versión española de la “Échelle de Satisfaction des Besoins Psychologiques’’ en el contexto educativo. Anales de Psicología, 27 (2), 405–411.

León, J., Nuñez, J. L., Dominguez, E., Martín, P., & Martín-Albo, J. (2012). Translation and validation of the Spanish versión of the Échelle des Perceptions du Soutien à l’Autonomie en Sport. Universitas Psychologica, 11(1), 165-175.

Little, T. D., Henrich, C. C., Jones, S. M., & Hawley, P. H. (2003). Disentangling the “whys” from the “whats” of aggressive behaviour. International Journal of Behavioral Development, 27, 122-133.

Lopes, P. N., Nezlek, J. B., Extremera, N., Hertel, J., Fernández-Berrocal, P., Schütz, A., et al. (2011). Emotion regulation and the quality of social interaction: Does the ability to evaluate emotional situations and identify effective responses matter? Journal of Personality, 79(2), 429-467.

MacKinnon, D. P. (2008). Introduction to statistical mediation analysis. Mahwah, NJ: Lawrence Erlbaum Associates.

MacKinnon, D. P., Lockwood, C. M., Hoffman, J. M., West, S. G., & Sheets, V. (2002). A comparison of methods to test mediation and other intervening variable effects. Psychological Methods, 7, 83–104.

Martín-Albo, J., Lombas, A. S., Jiménez, T. I., Valdivia-Salas, S., Núñez, J. L., & León, J. (2015). The Mediating Role of Relatedness Between Repair and Loneliness: A Preliminary Model in High School Students. Journal of Happiness Studies, 16, 1131-1148.

Mask, L., Blanchard, C. M., Amiot, C. E., & Deshaies, J. (2005). Can self-determination benefit more than the self? A pathway to prosocial behaviors. Poster presented at the Society for Personality and Social Psychology’s Annual Meeting, New Orleans, Louisiana, January.

Mavrovelli, S., Petrides, K.V., Rieffe, C., & Bakker, F. (2007). Trait emotional intelligence, psychological well-being and peer-rated social competence in adolescence. British Journal of Developmental Psychology, 25, 263-275.

Mayer, J. D., & Salovey, P. (1997). Emotional development and emotional intelligence educational implications. In P. Salovey & D. J. Sluyter (Eds.), What is emotional intelligence? (pp. 3-31). New York: Basic Books.

Mestre, J. M., Guil, R., Lopes, P. N., Salovey, P., & Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18, 112-117.

Miserandino, M. (1996). Children who do well in school: Individual difference in perceived competence and autonomy in above-average children. Journal of Educational Psychology, 88, 203–214.

Neighbors, C., Vietor, N. A., & Knee, C. R. (2002). A motivational model of driving anger and aggression. Personality and Social Psychology Bulletin, 28, 324–335.

Niemiec, C. P., Lynch, M. F., Vansteenkiste, M., Bernstein, J., Deci, E. L., & Ryan, R. M. (2006). The antecedents and consequences of autonomous self-regulation for college: A self-determination theory perspective on socialization. Journal of Adolescence, 29, 761-775.

Patterson, G., & Sanson, A. (1999). The association of behavioral adjustment to temperament, parenting and family characteristics among 5-year old children. Social Development, 8, 293-309.

Peláez-Fernández, M., Extremera, N., & Fernández-Berrocal, P. (2014a). Incremental prediction and moderating role of the perceived emotional intelligence over agressive behavior. Spanish Journal of Psychology, 17, 1-11.

Peláez-Fernández, M., Extremera, N., & Fernández-Berrocal, P. (2014b). Perceived emotional intelligence and aggression among adults: the moderating role of gender. Australian Journal of Psychology, 67(3), 140-148.

Petrides, K.V., Sangareau, Y., Furnham, A., & Frederickson, N. (2006). Trait emotional intelligence and children’s peer relations at school. Social Development, 15(3), 537-547.

Ratelle, C. F., Larose, S., Guay, F., & Senecal, C. (2005). Perceptions of parental involvement and support as predictors of college students’ persistence in a Science Curriculum. Journal of Family Psychology, 19, 286-293.

Reeve, J., & Tseng, C.-M. (2011). Cortisol reactivity to a teacher’s motivating style: The biology of being controlled versus supporting autonomy. Motivation and Emotion, 35, 63-74.

Reis, H. T., Sheldon, K. M., Gable, S. L., Roscoe, J., & Ryan, R. M. (2000). Daily well-being: The role of autonomy, competence, and relatedness. Personality and Social Psychology Bulletin, 26, 419–435.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.

Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity and repair: exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (ed.), Emotion, disclosure and health (pp. 125-154). Washington: American Psychological Association.

Sheldon, K. M., Elliot, A. J., Kim, Y., & Kasser, T. (2001). What is satisfying about satisfying needs? Testing 10 candidate psychological needs. Journal of Personality and Social Psychology, 80, 325–339.

Sheldon, K. M., Ryan, R. M., & Reis, H. R. (1996). What makes for a good day? Competence and autonomy in the day and in the person. Personality and Social Psychology Bulletin, 22, 1270-1279.

Siu, A. F. Y. (2009). Trait emotional intelligence and its relationships with problem behavior in Hong Kong adolescents. Personality and Individual Differences, 47, 553-557.

Soenens, B., & Vansteenkiste, M. (2005). Antecedents and outcomes of self-determination in three life domains: The role of parents’ and teachers’ autonomy support. Journal of Youth and Adolescence, 34, 589-604.

Soenens, B., Vansteenkiste, M., Goossens, L., Duriez, B. Niemiec, Ch. P. (2008). The intervening role of relational aggression between psychological control and friendship quality. Social Development, 17 (3), 661-681.

Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Self-determination and persistence in a real-life setting: Toward a motivational model of high-school drop out. Journal of Personality and Social Psychology, 72, 1161-1176.

Vansteenkiste, M., Niemiec, C., & Soenens, B. (2010). The development of the five mini-theories of selfdetermination theory: An historical overview, emerging trends, and future directions. In T. Urdan & S. Karabenick (Eds.), Advances in Motivation and Achievement, (Vol. 16, pp. 105-166). UK: Emerald Publishing.

Vansteenkiste, M., & Ryan, R. M. (2013). On psychological growth and vulnerability: basic psychological need satisfaction and need frustration as a unifying principle. Journal of Psychotherapy Integration, 23 (3), 263–280.

Wei, M., Shaffer, P. A., Young, S. K., & Zakalik, R. A. (2005). Adult attachment, shame, depression, and loneliness: The mediation role of basic psychological needs satisfaction. Journal of Counseling Psychology, 52, 591–601.