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

Ana María Martínez-Martínez, Christian Roith, José M. Aguilar-Parra, Ana Manzano-León, José M. Rodríguez-Ferrer and Remedios López-Liria
Additional contact information
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

Social Sciences, 2022, vol. 11, issue 6, 1-10

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.

Keywords: academic achievement; bullying; emotional intelligence; high school; structural equations (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2076-0760/11/6/247/pdf (application/pdf)
https://www.mdpi.com/2076-0760/11/6/247/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jscscx:v:11:y:2022:i:6:p:247-:d:830016

Access Statistics for this article

Social Sciences is currently edited by Ms. Yvonne Chu

More articles in Social Sciences from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().