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Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students

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  • Ana María Martínez-Martínez

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

  • Christian Roith

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

  • José M. Aguilar-Parra

    (Health Research Centre, Department of Psychology, University of Almería, La Cañada, 04120 Almería, Spain)

  • Ana Manzano-León

    (Health Research Centre, Department of Psychology, University of Almería, La Cañada, 04120 Almería, Spain)

  • José M. Rodríguez-Ferrer

    (Health Research Centre, Department of Psychology, University of Almería, La Cañada, 04120 Almería, Spain)

  • Remedios López-Liria

    (Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almería, La Cañada, 04120 Almería, Spain)

Abstract

The study of bullying implies analyzing the emotional competences of students, and it has been demonstrated that this phenomenon is due to the poor management of emotions. This study explores whether high scores in Emotional Intelligence (EI) are positively related to academic performance and negatively to bullying. The sample composition focused on students of Compulsory Secondary Education, formed by 3451 subjects aged between 11 and 18 years (50.88% women and 49.12% men). The selection of the high schools was made for non-random convenience, administering Peer Bullying Questionnaire (CAI), TMM-24 and school grades. To analyze the results, a model of structural equations was used by estimating the maximum likelihood together with the bootstrapping procedure. We concluded that EI stands as a protector against bullying and has a positive impact on academic performance. This infers that having greater clarity, repair and emotional attention correlates with a lower possibility of being bullied, at the same time, a school climate without aggressiveness generates positive links towards the school and towards optimal learning environments.

Suggested Citation

  • Ana María Martínez-Martínez & Christian Roith & José M. Aguilar-Parra & Ana Manzano-León & José M. Rodríguez-Ferrer & Remedios López-Liria, 2022. "Relationship between Emotional Intelligence, Victimization, and Academic Achievement in High School Students," Social Sciences, MDPI, vol. 11(6), pages 1-10, June.
    • Handle: RePEc:gam:jscscx:v:11:y:2022:i:6:p:247-:d:830016
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    References listed on IDEAS

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    1. Lee, Jungup & Roh, Beop-Rae & Yang, Kyung-Eun, 2022. "Exploring the association between social support and patterns of bullying victimization among school-aged adolescents," Children and Youth Services Review, Elsevier, vol. 136(C).
    2. David Ansong & Gina Chowa & Rainier Masa & Mathieu Despard & Michael Sherraden & Shiyou Wu & Isaac Osei-Akoto, 2019. "Effects of Youth Savings Accounts on School Attendance and Academic Performance: Evidence from a Youth Savings Experiment," Journal of Family and Economic Issues, Springer, vol. 40(2), pages 269-281, June.
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