The role of emotional intelligence in the maintenance of adolescent dating violence perpetration

Fernández‐González, Liria; Calvete, Esther; Orue, Izaskun; Echezarraga, Ainara

doi:10.1016/j.paid.2018.01.038

Cited by 18 publications

(28 citation statements)

References 24 publications

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“…On another hand, the controversy about bullies is equally evident, as is the lack of works in this regard. Some research has found significantly low levels of general EI in bullies (Fernández-González, et al, 2018;Inglés et al, 2014) and cyberbullies (Baroncelli & Ciucci, 2014;Eden, Heiman, & Olenik-Shemesh, 2016) although, in our analyses carried out with EI dimensions, no differences between the group of cyberbullies and that of non-cyberbullies were found. Our results suggest that adolescents who assault through technological means are able to attend to, comprehend and manage their emotions normally.…”

Section: Discussioncontrasting

confidence: 94%

“…A relationship between emotional intelligence (EI) and peer violence has also been observed, such that cybervictims (Nabuzoka, Rønningy, & Handegård, 2009), school bullies, and cyberbullies all have greater difficulty regulating emo-tions (Baroncelli & Ciucci, 2014). In this line, previous studies (Fernández-González, Calvete, Orue, & Echezarraga, 2018;Garaigordobil, 2017) have concluded that adolescents with limited EI competencies have fewer resources to resolve interpersonal conflicts and resort more to aggression as a means of solving problems, to the detriment of more adaptive strategies.…”

Section: Introductionmentioning

confidence: 96%

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Psychological adjustment in cybervictims and cyberbullies in secondary education

Cañas

Estévez²,

Marzo

et al. 2019

AN PSICOL-SPAIN

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El auge de las agresiones cibernéticas entre estudiantes de secundaria y la importancia de ciertas variables de ajuste psicosocial para la comprensión de este tipo de conducta violenta, tanto en agresores como en víctimas, plantean como objetivo en el presente trabajo analizar el perfil psicosocial de ambos implicados en situaciones de ciberagresión. Las variables de ajuste analizadas fueron autoconcepto, estrés percibido, soledad, sintomatología depresiva, ansiedad social, satisfacción con la vida e inteligencia emocional. A partir de una muestra de 1318 adolescentes (47% chicos), de entre 11 y 18 años, se establecieron tres grupos de contraste para cibervíctimas (víctimas severas, moderadas y no cibervíctimas) y tres grupos para ciberagresores (ciberagresores severos, moderados y no ciberagresores). El análisis de varianza mostró que los implicados presentan perfiles psicosociales diferentes y deteriorados. Las cibervíctimas severas mostraron mayor estrés percibido, soledad, depresión y ansiedad social, y menor autoconcepto, satisfacción con la vida e IE, en comparación con las no cibervíctimas. Los ciberagresores severos mostraron mayor estrés percibido, soledad y depresión, y menor autoconcepto y satisfacción con la vida, comparativamente con los no ciberagresores. Estos resultados permiten profundizar en la comprensión del ciberacoso entre estudiantes y mejorar los programas preventivos y de intervención en escuelas. The rise of cyberbullying among high school students and the importance of certain variables of psychological adjustment for the comprehension of this type of violent behavior both in bullies and in victims. This work aims to analyze the psychological profile of individuals involved in situations of cyberbullying, both victims and bullies. The adjustment variables analyzed were self-concept, perceived stress, loneliness, depressive symptomatology, social anxiety, life satisfaction, and emotional intelligence. Using a sample of 1318 adolescents (47% boys), aged between 11 and 18 years (M = 13.8, SD = 1.32), three contrast groups were established for cybervictims (severe cybervictims, moderate cybervictims, and non-cybervictims) and three groups for cyberbullies (severe cyberbullies, moderate cyberbullies, and non-cyberbullies). The results obtained through analysis of variance showed that both cybervictims and cyberbullies show deterioration in most of the studied dimensions, albeit with a different profile. Severe cybervictims showed higher scores in perceived stress, loneliness, depression, and social anxiety, and lower scores in self-concept, life satisfaction, and emotional intelligence, in comparison with non-cybervictims. Severe cyberbullies obtained higher scores in perceived stress, loneliness, and depression, and lower scores in self-concept and life satisfaction, compared to non-cyberbullies. These results allow deepening our comprehension of cyberbullying among students to improve preventive and intervention programs in schools.

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Section: Discussioncontrasting

confidence: 94%

Section: Introductionmentioning

confidence: 96%

Psychological adjustment in cybervictims and cyberbullies in secondary education

Cañas

Estévez²,

Marzo

et al. 2019

AN PSICOL-SPAIN

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“…Adolescent males with ineffective CRS were identified as central to comprehending their perception of ADV perpetration. Ineffective CRS and CRS affected by alcohol use and/or emotional dysregulation were associated with increased ADV perpetration in seven of the 16 articles (43.7%) (Aizpitarte et al, 2017;Cuccì et al, 2019;Fernández-González et al, 2018;Niolon et al, 2015;Russell et al, 2014;Shorey et al, 2017;Smith-Darden et al, 2017).…”

Section: Ineffective Conflict Managementmentioning

confidence: 98%

Male Perpetration of Adolescent Dating Violence: A Scoping Review

et al. 2020

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Male violence against females most often occurs within intimate relationships, and when that occurs during youth, it is termed adolescent dating violence (ADV). A scoping review focused on male perpetration of ADV was conducted to synthesize existing evidence and offer insights about what influences male adolescents to perpetrate ADV. The current scoping review explored the findings drawn from 16 research studies conducted in the United States, Spain, South Africa, and Italy, to distil modifiable factors related to male perpetration of ADV. Three themes were extrapolated from the 16 studies: (a) entitlement; (b) adverse childhood experiences (ACE); and (c) ineffective conflict management. Entitlement as a theme was characterized by attitudes and beliefs aligning to violence, hierarchical and marginalizing masculine norms, traditional gender roles, and male superiority, which in various configurations influenced the perpetration of ADV. ACE as a theme highlighted how male adolescents who had experienced, observed, and/or initiated abuse were at increased risk of perpetrating ADV. Male adolescents with ineffective conflict management (theme 3), including alcohol use and/or emotional dysregulation, were also at higher risk of perpetrating ADV. Tailored prevention efforts are often delinked from issues of male entitlement, ACE, and ineffective conflict management; therefore, we make suggestions for trauma-informed care to guide primary care providers (PCPs) in the assessment and management of ADV.

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“…Recent studies of cyberaggressors show that they generally obtain low scores in social and emotional skills [ 32 ]. In particular, in works such as the one carried out by Fernández-González, Calvete, Orue, and Echezarraga [ 33 ], the authors conclude that adolescents with limited EI competencies show fewer resources to resolve interpersonal conflicts and make more use of aggression as a means of problem-solving, to the detriment of more adaptive strategies. In fact, Garaigordobil [ 34 ] found an association between participating in cyberbullying and showing lower levels in all three dimensions of EI: attention, clarity, and emotion regulation.…”

Section: Introductionmentioning

confidence: 99%

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

Segura

Estévez

2020

IJERPH

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The main objective of the present research was to examine the role played by emotional intelligence in its three dimensions—emotional attention, emotional clarity, and emotion regulation—and by empathy in its four dimensions—perspective-taking, empathic understanding, empathic stress, and empathic joy—in cyber violence, both in aggressors and victims. A total sample of 1318 adolescents (47% boys; aged between 11 and 17 years), enrolled in four secondary compulsory education schools in Spain, participated in the study. The results indicated that, regarding emotional intelligence, cyberaggressors showed statistically significant differences in the dimension of emotion regulation. Participation in violent online behaviors is associated with a lower capacity to regulate emotions; cybervictims showed statistically significant differences in the three dimensions of emotional intelligence. Regarding empathy, cyberaggressors obtained statistically significant group differences in three of these dimensions: perspective-taking, empathetic joy, and empathic stress. Finally, the empathy dimensions for the cybervictimization groups did not show significant mean differences, indicating that there was no statistical relationship between the degree of cybervictimization and the individual’s empathy. These findings stress the relevance of emotion regulation in cyberviolence in students in adolescence and allow us to understand the different roles it plays for offenders and victims.

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The role of emotional intelligence in the maintenance of adolescent dating violence perpetration

Cited by 18 publications

References 24 publications

Psychological adjustment in cybervictims and cyberbullies in secondary education

Psychological adjustment in cybervictims and cyberbullies in secondary education

Male Perpetration of Adolescent Dating Violence: A Scoping Review

Empathy and Emotional Intelligence in Adolescent Cyberaggressors and Cybervictims

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