Alvarado Jesús M, Jiménez-Blanco Amelia, Artola Teresa, Sastre Santiago, Azañedo Carolina M
School of Psychology, Complutense University of Madrid, 28223 Madrid, Spain.
Department of Psychology, Villanueva University, 28034 Madrid, Spain.
Int J Environ Res Public Health. 2020 Nov 28;17(23):8842. doi: 10.3390/ijerph17238842.
The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old ( = 9.3; = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey's ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.
本研究的主要目的是帮助厘清儿童的能力情绪智力（AEI）与欺凌行为之间的关系。欺凌是一种适应不良的行为，会在学校环境中产生严重的不良后果，并且是教育界日益关注的问题。为了调查AEI与欺凌之间的关系，我们对329名年龄在8至12岁之间（平均年龄=9.3岁；标准差=1.2岁）的学生（52.9%为女生）进行了两项测试。使用基于电影场景解读的测试（EMOCINE）来评估AEI。EMOCINE旨在测量梅耶尔（Mayer）和萨洛维（Salovey）能力模型中所考虑的两个主要因素：情绪感知和情绪理解。此外，我们还进行了一项欺凌与校园暴力测量（AVE），该测量通过考虑八种受害类型（骚扰、恐吓、胁迫、威胁、社交阻碍、社交排斥、操纵和攻击），提供了一个欺凌行为的总体指标及其强度指标。结果表明，年龄对欺凌行为测量具有统计学上的显著影响，而性别与受害类型存在交互作用。随着儿童年龄的增长，欺凌行为有所减少，而基于性别的分析揭示了欺凌行为的不同模式。关于情绪智力，观察发现AEI得分高的学生在总体欺凌指标和受害类型方面的水平最低。因此，AEI似乎对欺凌行为具有重要影响，所以，旨在评估、培训和发展AEI的干预措施可能为教育界提供预防或扭转欺凌情况的可能性。
