Convivencia e inteligencia emocional en niños en edad escolar

Martorell, Carmen; González, Remedios; Rasal, Paloma; Estellés, R. Alonso

doi:10.30552/ejep.v2i1.18

Cited by 37 publications

(35 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Adolescence is a stage characterised by personality changes and a greater vulnerability to suicide when social groups have a decisive influence on the affective and social world of teenagers [20]. Additionally, personality, identity, social recognition, and emotional stability [21,22] are formed during this stage, and consequently, teenagers are a vulnerable group to bullying.…”

Section: Bullying In Adolescence and Its Influence On Personalitymentioning

confidence: 99%

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Pabón-Carrasco

Ramirez-Baena

Jiménez-Picón

et al. 2019

IJERPH

View full text Add to dashboard Cite

Bullying affects thousands of teenagers worldwide and has devastating consequences. Various studies suggest that the personality of teenagers is a risk profile for bullying. The aim of this study was to analyse the relationship between the personality of teenagers aged 14 to 16 years from three education centres located in the province of Seville (Spain) and bullying in any of its victim or aggressor roles. A multi-centre cross-sectional observational descriptive study was conducted in three education centres in the province of Seville (Spain). The sample consisted of 93 students. In order to measure the two main variables, the Bull-S test was used for bullying, and the EPQ-J questionnaire was used for personality traits. A descriptive and correlation analysis was performed between variables. The results showed that 14% (n = 13) of the sample were detected as victims and another 14% (n = 13) were detected as aggressors. Statistically significant differences were found between neuroticism (p = 0.044; Phi = 0.615), sincerity (p = 0.016; V de Cramer = 0.474), and anti-social behaviour (p = 0.007; Phi = 0.620) with the variables victim/aggressor. Bullies are typically males who score high on neuroticism and anti-social behaviour, with a tendency towards social dissimulation.

show abstract

Section: Bullying In Adolescence and Its Influence On Personalitymentioning

confidence: 99%

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Pabón-Carrasco

Ramirez-Baena

Jiménez-Picón

et al. 2019

IJERPH

View full text Add to dashboard Cite

show abstract

“…Contreras y García (2008) evidencian en niños de 3 a 5 años la vinculación del razonamieno contrafáctico con aspectos de la inteligencia cognitiva, social y emocional, en los que el agresor tiene deficiencias. Además, otros estudios han puesto de relieve que el estudiante violento muestra deficiencias en dos cualidades esenciales de la inteligencia emocional, en autocontrol y empatía (Avilés y Monjas, 2005;Díaz-Aguado, 2006;Henley y Long, 1999;Hernández, Sarabia y Casares, 2002;Pelegrín y Garcés de Los Fayos, 2008;Stassen, 2007), evidenciando la importancia de la empatía como elemento favorecer de la convivencia (Martorell, González, Rasal y Estellés, 2009). En este sentido, Rubin (1999) observó que los alumnos de primaria que obtenían mayores puntuaciones en inteligencia emocional eran evaluados por sus compañeros como menos agresivos y sus profesores los consideraban más propensos a los comportamientos prosociales.…”

unclassified

Inteligencia emocional en las víctimas de acoso escolar y en los agresores

Garaigordobil

Oñederra²

2010

EJEP

View full text Add to dashboard Cite

El estudio tuvo como principal objetivo analizar las relaciones existentes entre ser víctima de acoso escolar y ser agresor con parámetros asociados a la inteligencia emocional (emotividad, eficacia, pensamiento supersticioso, rigidez, pensamiento esotérico, ilusión). La muestra está constituida por 248 alumnos de 12 a 16 años, 144 varones (58.1%) y 104 mujeres (41.9%). Para medir las variables se utilizaron 3 instrumentos de evaluación: el Inventario de Pensamiento Constructivo, la Lista de Chequeo mi vida en la escuela y el Cuestionario de Conductas Antisociales-Delictivas. Los resultados obtenidos confirmaron que: 1) los adolescentes que habían sufrido muchas conductas de intimidación o bullying, tuvieron bajo nivel de inteligencia emocional, baja emotividad, baja autoestima, baja tolerancia a la frustración, baja eficacia, y poca actividad; y 2) Los adolescentes que tenían un nivel alto de conductas antisociales-delictivas mostraban bajo nivel de inteligencia emocional, de eficacia, de actividad, de responsabilidad, y de tolerancia. La discusión gira en torno a la importancia de implementar programas para fomentar la inteligencia emocional con la finalidad de prevenir el acoso escolar.

show abstract

“…7 A young individual's academic performance entails not only correct exercise solving: there is a learning process that will allow him or her to figure it out, during which a wide range of tools are acquired. 8,9 When these are not properly obtained, a disturbance occurs in learning and in the way of coping with everyday situations, resulting in a vicious circle.…”

Section: Discussionmentioning

confidence: 99%

Student’s perception of school bullying and its impact on academic performance: A longitudinal look

Zalba

Durán

Carletti

et al. 2018

Arch Argent Pediatr

View full text Add to dashboard Cite

Introduction.Bullying among peers has immediate and long-term consequences, as it affects children's health-related quality of life. The aim was to examine the association between the frequency, type and dynamics of children's involvement in bullying situations and their academic performance over the school year. Methods. Longitudinal study conducted in 2015 in 9 to 12 year-olds in schools of Bahía Blanca, Argentina. Outcome measures: children's involvement in bullying situations, frequency of participation in bullying and academic performance. Bullying categories were obtained through the Preconceptions of Bullying and Intimidation Among Peers (PRECONCIMEI) questionnaire and academic performance as reflected by each child's school grades. Results. The survey included 375 children, of which 22.1% (83/375) were repeatedly involved and 30.12% (113/375) were occasionally involved in bullying situations (20.27% [76/375] reported having participated by the year end but not at the beginning, and 9.85% [37/375] showed the opposite behavior). No statistically significant differences were found, regardless of the course subject analyzed. Grades were found to have improved by school year-end, in all groups assessed. Conclusions. No association was found between bullying and academic performance.

show abstract

Convivencia e inteligencia emocional en niños en edad escolar

Cited by 37 publications

References 9 publications

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Influence of Personality Traits and Its Interaction with the Phenomenon of Bullying: Multi-Centre Descriptive Study

Inteligencia emocional en las víctimas de acoso escolar y en los agresores

Student’s perception of school bullying and its impact on academic performance: A longitudinal look

Contact Info

Product

Resources

About