Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
5.4
Journals
IJERPH
Special Issues
School Climate, Bullying, and School Violence
ijerph-logo
Submit to IJERPH Review for IJERPH Propose a Special Issue

Journal Menu

► Journal Menu

Journal Browser

► Journal Browser
share announcement

School Climate, Bullying, and School Violence

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Health Behavior, Chronic Disease and Health Promotion".

Deadline for manuscript submissions: closed (15 November 2020) | Viewed by 75172

Special Issue Editors

Prof. Dr. Estefanía Estévez

E-Mail Website
Guest Editor
Departament of Health Psychology, University of Miguel Hernandez, Edificio Altamira, 03202 Alicante, Spain
Interests: peer aggression; peer victimization; school violence, bullying, cyberbullying; school climate; school adjustment; psychosocial adjustment; emotional adjustment; emotional regulation; emotional intelligence; life satifaction
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Teresa I. Jiménez

E-Mail Website
Assistant Guest Editor
Department of Psychology & Sociology, University of Zaragoza, Ciudad Escolar s/n, 44003 Teruel, Spain
Interests: adolescence; family systems; community environment; psychosocial adjustment; peer aggression; bullying; school climate; emotional regulation; basic psychological needs; mindfulness
Prof. Dr. Belén Martínez-Ferrer

E-Mail Website
Assistant Guest Editor
Department of Education and Social Psychology, Pablo Olavide University, 41013 Seville, Spain
Interests: crime; adolescence; cyberbullying; victimization; school violence
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. David Moreno-Ruiz

E-Mail Website
Assistant Guest Editor
Department of Social Psychology, University of Valencia, 46010 Valencia, Spain
Interests: school violence; cyber/bullying; reputation among peers; group relationships; psychosocial adjustment; relational processes; antisocial behaviors

Special Issue Information

Dear Colleagues,

Violence in the school context by children and adolescents is a subject of concern and interest from various fields, such as psychological, educational, social, health, and professional in general, as well as from the research perspective in school and community contexts, because of its extremely negative consequences on the people involved. Among the behaviors under the term school violence, bullying especially stands out as a problem of great social relevance with a significant presence in the classrooms at an international level. Peer bullying involves the repeated use of coercion and violence to intimidate and dominate others with a hostile intention and an imbalance of power between the aggressor and the victim. In recent years, in addition to this traditional form of bullying, maltreatment and intimidation among peers has spread to cyberspace in a form of abuse known as cyberbullying that involves the use of new information and communication technologies (computers, mobile phones, tablets, and other electronic devices) to vex other adolescents.

This monograph seeks to deepen exploration of emotional and psychosocial adjustment of those involved in situations of school violence, bullying or cyberbullying, whether victims or aggressors, as well as risk and protection factors, and prevention and intervention strategies in the school and clinical context.

This monograph, therefore, aims to provide ideas for psychologists and other professionals that will allow them to respond to the demands of social and educational institutions, in order to respond appropriately and functionally in situations of aggression and peer abuse.

Thus, this Special Issue seeks papers on specific topics such as school bullying, cyberbullying, school climate, school violence, peer relationships, teacher-student relation, and emotional and psychosocial adjustment of students involved in these problems. Empirical studies and high-quality systematic reviews will be considered.

Prof. Dr. Estefanía Estévez
Prof. Dr. Teresa I. Jiménez
Prof. Dr. Belén Martínez-Ferrer
Prof. Dr. David Moreno-Ruiz
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • School climate
  • Bullying
  • Cyberbullying
  • School violence
  • Peer relationships
  • Teacher-student relation
  • Psychosocial adjustment
  • Emotional adjustment

Published Papers (15 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

14 pages, 1024 KiB  
Article
Effectiveness of Group vs. Individual Therapy to Decrease Peer Problems and Increase Prosociality in Children
by Silvia Melero, Alexandra Morales, José P. Espada, Xavier Méndez and Mireia Orgilés
Int. J. Environ. Res. Public Health 2021, 18(8), 3950; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18083950 - 09 Apr 2021
Cited by 1 | Viewed by 2558
Abstract
Emotional difficulties in children are often shown to be associated with peer problems and low prosocial behaviors. Super Skills for Life (SSL) is a transdiagnostic protocol for the prevention of emotional problems in children and has also obtained improvements of other comorbid symptoms. [...] Read more.
Emotional difficulties in children are often shown to be associated with peer problems and low prosocial behaviors. Super Skills for Life (SSL) is a transdiagnostic protocol for the prevention of emotional problems in children and has also obtained improvements of other comorbid symptoms. This study aimed at comparing the effects of SSL in reducing peer problems and increasing prosocial behaviors in children aged 8 to 12 years between the group and the individual modalities. For this purpose, 140 children (35% girls) received the program, 70 in group format and 70 in individual format, and were evaluated at the baseline, posttest, and after one year. Both modalities were effective in enhancing social relationships in children, although the individual modality showed more promising results. Children belonging to the individual modality group presented fewer peer problems (less social isolation and rejection, greater social acceptance, more friends) and greater prosocial behaviors (helping, empathy, kindness, and sharing) compared to children receiving the therapy in group modality, both in the short and in the long term. In conclusion, this study provides evidence of SSL protocol efficacy for improving children’s peer relationships and prosocial behaviors and encourages the implementation of transdiagnostic interventions in both clinical and educational settings. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

16 pages, 753 KiB  
Article
Academic Competence, Teacher–Student Relationship, and Violence and Victimisation in Adolescents: The Classroom Climate as a Mediator
by Teresa I. Jiménez, David Moreno-Ruiz, Estefanía Estévez, Juan Evaristo Callejas-Jerónimo, Ginesa López-Crespo and Sonsoles Valdivia-Salas
Int. J. Environ. Res. Public Health 2021, 18(3), 1163; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18031163 - 28 Jan 2021
Cited by 8 | Viewed by 4178
Abstract
School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the [...] Read more.
School violence is a serious social and public health problem prevalent worldwide. Although the relevance of teacher and classroom factors is well established in the literature, few studies have focused on the role of teacher perceptions in school violence and victimisation and the potential mediational role of classroom climate in this relationship. A total of 2399 adolescents (50% girls), aged between 11 and 18 years (M = 14.65, SD = 1.78) and enrolled in five Spanish Secondary Compulsory Education schools completed measures of classroom climate, school violence towards peers and perception of peer victimisation, and their teachers informed about their academic competence and the teacher–student relationship. Correlational analyses revealed that whereas academic competence perceived by the teacher was negatively related to overt violence and victimisation, its relationship with pure relational violence was positive. Structural equation modelling analyses showed that variables of classroom climate (involvement, affiliation, and teacher support) perceived by the students functioned as partial mediators between teacher perceptions of academic competence and of teacher–student relationship and violence and victimisation. In the mediational model, teacher perception of academic competence acted as a direct protective factor against violence and victimisation, and teacher perception of teacher–student relationship acted as a direct risk for violence, as well as an indirect protective factor through classroom climate for victimisation. The interpretation of these results points to the importance of the teacher’s subjective perceptions in the prevention of violence and victimisation problems and their practical implications for the classroom climate perceived by students. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

19 pages, 2195 KiB  
Article
Transactional Links between Teacher–Adolescent Support, Relatedness, and Aggression at School: A Three-Wave Longitudinal Study
by Teresa I. Jiménez, Jaime León, José Martín-Albo, Andrés S. Lombas, Sonsoles Valdivia-Salas and Estefanía Estévez
Int. J. Environ. Res. Public Health 2021, 18(2), 436; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18020436 - 07 Jan 2021
Cited by 8 | Viewed by 2892
Abstract
This study examines the reciprocal effects between two school-based relationships within the classroom—namely, perceived teacher support and relatedness with classmates—and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: [...] Read more.
This study examines the reciprocal effects between two school-based relationships within the classroom—namely, perceived teacher support and relatedness with classmates—and school aggression (overt and relational) across two courses of secondary education. Participants were 654 adolescents (48% boys), who were assessed in three waves: first, at the beginning of the academic year (T0), second, at the end of the same academic year (T1), and third, at the beginning of the next academic year (T2) (Mage wave 1 = 13.98 years). Autoregressive cross-lagged modeling was applied. Results show a protective effect of relatedness against relational aggression in both genders. Moreover, we observed a protective effect of perceived teacher support at the beginning of the course for later school aggression as well as a risk effect if this perceived teacher support is maintained throughout the course. These effects were observed in relation with gender-atypical forms of aggression (overt in girls and relational in boys). Finally, aggression had negative consequences for relatedness in girls and for teacher support through the mediation of relatedness in boys. Gender differences and practical implications of these findings are discussed. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

19 pages, 612 KiB  
Article
School Violence towards Peers and Teen Dating Violence: The Mediating Role of Personal Distress
by Sonsoles Valdivia-Salas, Teresa I. Jiménez, Andrés S. Lombas and Ginesa López-Crespo
Int. J. Environ. Res. Public Health 2021, 18(1), 310; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18010310 - 04 Jan 2021
Cited by 10 | Viewed by 3531
Abstract
School violence towards peers and teen dating violence are two of the most relevant behaviour problems in adolescents. Although the relationship between the two types of violence is well established in the literature, few studies have focused on mediators that could explain this [...] Read more.
School violence towards peers and teen dating violence are two of the most relevant behaviour problems in adolescents. Although the relationship between the two types of violence is well established in the literature, few studies have focused on mediators that could explain this empirical relationship. We departed from the evidence that relates anger, emotional distress and impaired empathy to teen dating violence and juvenile sexual offending, to explore the role of personal distress, i.e., a self-focused, aversive affective reaction to another’s emotion associated with the desire to alleviate one’s own, but not the other’s distress; as a possible mechanism linking school violence towards peers and teen dating violence in a sample of Spanish adolescents. We also explored the prevalence of emotional and physical teen dating violence, both occasional and frequent, and the differences between boys and girls. A total of 1055 adolescents (49.2% boys and 50.8% girls) aged between 11 and 17 years (M = 14.06, SD = 1.34) who had had at least one romantic relationship within the last year, completed measures of school violence towards peers, teen dating violence, and personal distress. Statistical analyses revealed that occasional and frequent teen dating violence (both physical and emotional) was more frequent in girls than in boys, and that personal distress functioned as a partial mediator, with an overall model fit higher for boys than girls: in boys, partial mediation occurred for both physical and emotional teen dating violence; in girls, partial mediation occurred only for physical violence. The interpretation of the results is tentative given the novel nature of the study, and points to the evidence of the emotional costs of school violence and the importance of emotion and behavior regulation to undermine the social costs of personal distress. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

10 pages, 860 KiB  
Article
Relationship between School Integration, Psychosocial Adjustment and Cyber-Aggression among Adolescents
by Celeste León Moreno, Gonzalo Musitu Ochoa, Elizabeth Cañas Pardo, Estefanía Estévez López and Juan Evaristo Callejas Jerónimo
Int. J. Environ. Res. Public Health 2021, 18(1), 108; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph18010108 - 26 Dec 2020
Cited by 11 | Viewed by 3597
Abstract
The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participated in the study (49.8% girls), [...] Read more.
The aim of this study was to analyze the relationships between sociometric types in the classroom—rejected, preferred, neglected, controversial and average—and psychological discomfort, life satisfaction and cyber-aggression, based on the adolescent’s gender. 2398 adolescents of both sexes participated in the study (49.8% girls), aged between 12 and 18 years (M = 16.03, SD = 1.91). Multivariate analyses of variance were performed. The results showed significant relationships between sociometric types, life satisfaction and cyber-aggression. Rejected adolescents also showed less satisfaction with life and greater cyber-aggression. Furthermore, the boys, regardless of their sociometric type in the classroom, displayed less psychological distress and less involvement in cyber-aggression. Controversial adolescents also showed greater involvement in cyber-aggression. Finally, programs should be promoted for the prevention of social difficulties in the school, based on the promotion of social integration, not only in the classroom, but also on the Internet. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

17 pages, 390 KiB  
Article
Bullying in Primary School Children: The Relationship between Victimization and Perception of Being a Victim
by Francesc Sidera, Elisabet Serrat, Jordi Collell, Georgina Perpiñà, Robinson Ortiz and Carles Rostan
Int. J. Environ. Res. Public Health 2020, 17(24), 9540; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17249540 - 20 Dec 2020
Cited by 10 | Viewed by 3476
Abstract
This study aims to investigate victimization of bullying in primary school children, as well as its relationship with children’s perception of being a victim. In a sample of 4646 students from 3rd to 6th grade, we evaluated children’s victimization and cybervictimization behaviors, and [...] Read more.
This study aims to investigate victimization of bullying in primary school children, as well as its relationship with children’s perception of being a victim. In a sample of 4646 students from 3rd to 6th grade, we evaluated children’s victimization and cybervictimization behaviors, and children were also asked whether they had been victims of bullying or cyberbullying. From the participants, 36.7% were victims, and 4.4% cybervictims. In addition, 24.2% had a perception of being a victim, and 4.9% a perception of being a cybervictim. On the other hand, 56.9% of victims of traditional bullying had no perception of being a victim. The victimization behaviors of traditional bullying associated with a higher perception of being a victim were threats, while physical and direct verbal aggression implied a lower perception of being a victim. The results suggest the most frequent victimization behaviors may be normalized. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
19 pages, 1044 KiB  
Article
Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers
by Santos Orejudo, Juan-José Navarro, Eva Vicente and María Jesús Cardoso
Int. J. Environ. Res. Public Health 2020, 17(24), 9429; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17249429 - 16 Dec 2020
Cited by 3 | Viewed by 4588
Abstract
This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This [...] Read more.
This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

11 pages, 381 KiB  
Article
Emotional Intelligence as a Protective Factor against Victimization in School Bullying
by Benito León-del-Barco, Santiago Mendo Lázaro, María-Isabel Polo-del-Río and Víctor-María López-Ramos
Int. J. Environ. Res. Public Health 2020, 17(24), 9406; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17249406 - 15 Dec 2020
Cited by 12 | Viewed by 3238
Abstract
Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, [...] Read more.
Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
11 pages, 483 KiB  
Article
Profiles of Problematic Internet Use in Bullying and Cyberbullying among Adolescents
by Inmaculada Méndez, Ana Belén Jorquera, Cecilia Ruiz Esteban and José Manuel García-Fernández
Int. J. Environ. Res. Public Health 2020, 17(19), 7041; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17197041 - 26 Sep 2020
Cited by 6 | Viewed by 3644
Abstract
The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different [...] Read more.
The rise of technology has increased risks such as problematic internet use or cyberbullying. Data show that there is problematic use of the internet, which has important repercussions academically, personally, socially and for health. The objective of this study was to identify different profiles that vary according to intra- and interpersonal conflicts related to internet use. In addition, this study aimed to examine whether there are significant differences in bullying and cyberbullying among adolescents with a conflict related to internet use. The study participants were 810 students of Compulsory Secondary Education (M = 13.99, SD = 1.32). The Questionnaire on School Violence and the Questionnaire of Experiences Related to Internet was use. The latent profile analysis identified four different types of conflicts related to internet use: (a) high levels in intra- and interpersonal conflicts; (b) low levels intra- and interpersonal conflicts; (c) moderate intra- and interpersonal conflicts and (d) very high levels in intra- and interpersonal conflicts. The results of the study indicated that there were significant differences in the manifestations of school violence between the profiles. This study assists in educational programs to prevent conflicts related to internet use and school violence through emotional adjustment. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

24 pages, 920 KiB  
Article
Internal Structure, Reliability and Invariance across Gender Using the Multidimensional School Climate Scale PACE-33
by Naiara Escalante Mateos, Eider Goñi Palacios, Arantza Fernández-Zabala and Iratxe Antonio-Agirre
Int. J. Environ. Res. Public Health 2020, 17(13), 4800; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17134800 - 03 Jul 2020
Cited by 4 | Viewed by 2264
Abstract
The school climate is one of the keys to the efficiency, quality and improvement of the school. For this reason, numerous studies have highlighted the importance of evaluating this construct. However, there is still no measure in Spanish that evaluates the most relevant [...] Read more.
The school climate is one of the keys to the efficiency, quality and improvement of the school. For this reason, numerous studies have highlighted the importance of evaluating this construct. However, there is still no measure in Spanish that evaluates the most relevant aspects of school climate in a valid and reliable way. This paper has two main objectives that try to overcome this limitation: (1) to analyse the internal structure and internal consistency reliability of the Students’ Perception of School Climate scale (escala Percepción del Alumnado sobre el Clima Escolar—PACE-33); and (2) examine its measurement and structural invariance across men and women. This study involved 1180 adolescents (mean age, Mage = 15.37 years; standard deviation, SD = 1.90) selected by means of incidental sampling. The results obtained show that, among the models tested, the one corresponding to nine correlated factors shows the best adjustment to the data; furthermore, they note that it presents adequate internal consistency indices. The results also prove that this model is equivalent in men and women. These data support that the PACE-33 is a valid and reliable measure to assess the adolescents’ perception of the main aspects of the school climate. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

31 pages, 5495 KiB  
Article
Socioeconomic Effects in Cyberbullying: Global Research Trends in the Educational Context
by Eloy López-Meneses, Esteban Vázquez-Cano, Mariana-Daniela González-Zamar and Emilio Abad-Segura
Int. J. Environ. Res. Public Health 2020, 17(12), 4369; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124369 - 18 Jun 2020
Cited by 39 | Viewed by 18755
Abstract
Nowadays, cyberbullying has become a problem of social harassment in numerous educational centres worldwide. New communication technologies have provided the perfect support for the development of this type of harassment in peer relationships, in addition to being linked to broad social and economic [...] Read more.
Nowadays, cyberbullying has become a problem of social harassment in numerous educational centres worldwide. New communication technologies have provided the perfect support for the development of this type of harassment in peer relationships, in addition to being linked to broad social and economic circumstances. In this study, the global trends of the socioeconomic implications of cyberbullying in the educational context have been analysed, from 2004 to 2019. Thus, a bibliometric analysis has been applied to 1128 articles, obtaining results of the evolution of scientific activity in this period. The articles are mainly associated with the thematic areas of Social Sciences, Psychology, Medicine and Computer Science. Seven main thematic axes have been detected, highlighting those related to the psychological aspect, adolescence, and the school environment. Likewise, the link of the main authors, institutions, and countries to these lines of research has been detected. The evidence has shown the interest and relevance of this topic at the international level. Future research lines propose different analyses about how certain socioeconomic factors influence this psychological harassment inside and outside the classroom. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Graphical abstract

10 pages, 554 KiB  
Article
Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students
by 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
Int. J. Environ. Res. Public Health 2020, 17(12), 4208; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17124208 - 12 Jun 2020
Cited by 26 | Viewed by 9656
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 [...] Read more.
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. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

12 pages, 919 KiB  
Article
The Impact of Cybervictimization on Psychological Adjustment in Adolescence: Analyzing the Role of Emotional Intelligence
by Jesús F. Estévez, Elizabeth Cañas and Estefanía Estévez
Int. J. Environ. Res. Public Health 2020, 17(10), 3693; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17103693 - 23 May 2020
Cited by 20 | Viewed by 3470
Abstract
Cybervictimization has been associated with serious emotional adjustment problems such as low self-concept and depressive symptomatology. In addition, these problems can negatively affect the well-being of the victims, manifesting in their levels of satisfaction with life. However, it should be noted that not [...] Read more.
Cybervictimization has been associated with serious emotional adjustment problems such as low self-concept and depressive symptomatology. In addition, these problems can negatively affect the well-being of the victims, manifesting in their levels of satisfaction with life. However, it should be noted that not all cybervictims develop these consequences with the same intensity. These differences seem to be related to the development of emotional intelligence (EI), as it can positively influence adolescents’ emotional adjustment and well-being even when problems arise. The objective of this work was to analyze the role of EI on cybervictimization and adolescents’ emotional adjustment, especially in self-concept, depression, and life satisfaction. The participants in the study were 1318 adolescents of both sexes and aged between 11 and 18 years (M = 13.8, SD = 1.32), from four secondary compulsory education centers in Spain. EI influences the relationship between self-concept and life satisfaction, and between depression and life satisfaction. In addition, the relationships of cybervictimization with self-concept and depression are influenced when introducing EI and its dimensions (emotional attention, clarity, regulation). These data support the idea that EI may affect the relationship between cybervictimization and adolescents’ emotional adjustment. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

12 pages, 702 KiB  
Article
Effectiveness of the Reasoning and Rehabilitation V2 Programme for Improving Personal and Social Skills in Spanish Adolescent Students
by Miriam Sánchez-SanSegundo, Rosario Ferrer-Cascales, Natalia Albaladejo-Blazquez, Raquel Alarcó-Rosales, Nicola Bowes and Nicolás Ruiz-Robledillo
Int. J. Environ. Res. Public Health 2020, 17(9), 3040; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17093040 - 27 Apr 2020
Cited by 4 | Viewed by 2915
Abstract
Significant progress has been made in developing intervention programmes for adolescents at high risk of delinquency, school failure and emotional problems. The most effective programmes incorporate behavioural and skills training aimed at changing attitudes and promoting psychosocial and emotional skills in adolescents. This [...] Read more.
Significant progress has been made in developing intervention programmes for adolescents at high risk of delinquency, school failure and emotional problems. The most effective programmes incorporate behavioural and skills training aimed at changing attitudes and promoting psychosocial and emotional skills in adolescents. This study examined the effectiveness of a school-based intervention programme based on the Reasoning and Rehabilitation V2 (R&R2). R&R2 is a cognitive behavioural programme developed using psychological theories about the aetiology of delinquency, as well as the cognitive, behavioural and socioemotional deficits in high-risk youth populations. A sample of 142 students (aged 13–17 years old) who were attending alternative education provision in Spain were randomly assigned to two experimental conditions (68 experimental group, 74 control group). The results showed that the R&R2 improved participants’ self-esteem, social skills, empathy and rational problem-solving with a medium–large effect size (η2 = 0.08 to 0.26). The effects of the programme were significant after controlling for age and the pre-test scores in baseline. These findings confirm the effectiveness of the Reasoning and Rehabilitation V2 programme in Spanish adolescent students and offer additional evidence regarding the implementation of the R&R2 programme in both alternative educational and mainstream school settings. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

13 pages, 969 KiB  
Article
The Effect of a Mindfulness-Based Intervention on Attention, Self-Control, and Aggressiveness in Primary School Pupils
by Zara Suárez-García, David Álvarez-García, Patricia García-Redondo and Celestino Rodríguez
Int. J. Environ. Res. Public Health 2020, 17(7), 2447; https://0-doi-org.brum.beds.ac.uk/10.3390/ijerph17072447 - 03 Apr 2020
Cited by 14 | Viewed by 5076
Abstract
The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of [...] Read more.
The objective of this study was to examine the effect of Mindkeys Training, a mindfulness-based educational intervention, on attention, self-control, and aggressiveness in third-year primary school pupils. In order to achieve this aim, a switching replications design was used. Two groups of third year primary students (nGE1 = 40; nGE2 = 33), aged between 7 and 10 years old (M = 8.08; DT = 0.49), had the intervention at different time points, such that while one served as the experimental group, the other served as the control group. Longitudinal differences were examined in both groups, and cross-sectional differences were examined between the two groups at three time points; at the start of the study, and following the intervention with each group. To that end, measurements of problems of attention, deficits of self-control, and aggressiveness for students were obtained via a teacher rating scale. The intervention program demonstrated a positive effect on the reduction of pupils’ attention problems, deficits of self-control, and aggressiveness. The effects were greater on the cognitive variables that the intervention worked on directly (attention and self-control). Attention was the variable on which the intervention exhibited the longest term effects. Full article
(This article belongs to the Special Issue School Climate, Bullying, and School Violence)
►▼ Show Figures

Figure 1

Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-15
Back to TopTop