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Relationship Between Emotional Self-Regulation and the Perception of School Violence: Pilot Study in La Araucanía, Chile

Author

Listed:
  • Flavio Muñoz-Troncoso

    (Faculty of Education, Universidad Católica de Temuco, Temuco 4810296, Chile
    Faculty of Social Sciences and Arts, Universidad Mayor, Temuco 4801043, Chile)

  • Enrique Riquelme-Mella

    (Faculty of Social Sciences and Arts, Universidad Mayor, Temuco 4801043, Chile)

Abstract

The increase in school violence, especially post-pandemic, has been widely addressed in various research studies. This pilot study, carried out in the Araucanía Region (Chile), aims to explore the relationship between negative emotional self-regulation of stress and perceptions of school violence. A cross-sectional and descriptive methodology was used, with confirmatory factor analysis (CFA) to evaluate the validity of the scales applied, and a structural equation model (SEM) to analyze the influence of self-regulation on the perception of types of school violence. The participants were 239 students between the ages of 9 and 15 (M = 11.45; SD = 1.47). The results showed a positive and statistically significant relationship between negative stress self-regulation and the perception of school violence, indicating that those with a greater tendency to avoid negative emotions perceived or experienced more violence. The findings suggest that emotional self-regulation, particularly avoidance, can be a relevant factor in the perception and management of school violence, highlighting the importance of educational interventions and policies that promote adaptive emotional skills within the school context.

Suggested Citation

  • Flavio Muñoz-Troncoso & Enrique Riquelme-Mella, 2025. "Relationship Between Emotional Self-Regulation and the Perception of School Violence: Pilot Study in La Araucanía, Chile," Societies, MDPI, vol. 15(8), pages 1-15, August.
    • Handle: RePEc:gam:jsoctx:v:15:y:2025:i:8:p:221-:d:1722096
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    References listed on IDEAS

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    1. Inmaculada Méndez & Ana Belén Jorquera & Cecilia Ruiz-Esteban & Juan Pedro Martínez-Ramón & Aitana Fernández-Sogorb, 2019. "Emotional Intelligence, Bullying, and Cyberbullying in Adolescents," IJERPH, MDPI, vol. 16(23), pages 1-9, December.
    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. Wanderlei Abadio de Oliveira & Antonio Marcos Neves Esteca & Solange Muglia Wechsler & Ersilia Menesini, 2024. "Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation," IJERPH, MDPI, vol. 21(7), pages 1-12, June.
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