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Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

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  • Ana María Martínez-Martínez

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

  • Remedios López-Liria

    (Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain)

  • José Manuel Aguilar-Parra

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

  • Rubén Trigueros

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

  • Patricia Rocamora-Pérez

    (Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain)

Abstract

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:21:p:7717-:d:433117
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    References listed on IDEAS

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    1. Wong, Dennis S.W. & Chan, Heng Choon (Oliver) & Cheng, Christopher H.K., 2014. "Cyberbullying perpetration and victimization among adolescents in Hong Kong," Children and Youth Services Review, Elsevier, vol. 36(C), pages 133-140.
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    Cited by:

    1. David Aparisi & Beatriz Delgado & Rosa M. Bo & María Carmen Martínez-Monteagudo, 2021. "Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University," IJERPH, MDPI, vol. 18(20), pages 1-12, October.
    2. Yijing Zhang & Ji-Kang Chen, 2023. "Emotional Intelligence and School Bullying Victimization in Children and Youth Students: A Meta-Analysis," IJERPH, MDPI, vol. 20(6), pages 1-16, March.
    3. Anna Sorrentino & Francesco Sulla & Margherita Santamato & Marco di Furia & Giusi Antonia Toto & Lucia Monacis, 2023. "Has the COVID-19 Pandemic Affected Cyberbullying and Cybervictimization Prevalence among Children and Adolescents? A Systematic Review," IJERPH, MDPI, vol. 20(10), pages 1-20, May.

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