Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

Rubén Trigueros, Elena Sanchez-Sanchez, Isabel Mercader, José M. Aguilar-Parra, Remedios López-Liria, María José Morales-Gázquez, Juan M. Fernández-Campoy and Patricia Rocamora
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Rubén Trigueros: Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain
Elena Sanchez-Sanchez: Department of Psychology, University of Almeria, 04120 Almeria, Spain
Isabel Mercader: Department of Psychology, University of Almeria, 04120 Almeria, Spain
José M. Aguilar-Parra: Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
Remedios López-Liria: Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, 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
Juan M. Fernández-Campoy: Department of Education, University of Almeria, 04120 Almeria, Spain
Patricia Rocamora: Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain

IJERPH, 2020, vol. 17, issue 12, 1-10

Abstract: The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “ Bateria de socialización BAS-3 ” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

Keywords: emotional intelligence; social skills; bullying; adolescence; high school (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2020
References: View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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