scholarly journals Efecto modelador de la competencia emocional en los perfiles de ciberacoso

2021 ◽  
Vol 37 (2) ◽  
pp. 202-209
Author(s):  
Joan Guerra Bustamante ◽  
Rocio Yuste Tosina ◽  
Victor Lopez Ramos ◽  
Santiago Mendo Lázaro
Keyword(s):  
Emotional Intelligence ◽  
Protective Factor ◽  
Online Courses ◽  
Adult Population ◽  
Mediating Effect ◽  
Emotional States ◽  
Emotional Competencies ◽  
Gender And Age ◽  
Binomial Regression ◽  
Perceived Emotional Intelligence

Las competencias emocionales son fundamentales en la prevención de la implicación en situaciones de ciberacoso. En el presente trabajo, se plantea como principal objetivo, estudiar el perfil de implicación en situaciones de ciberacoso en función del efecto mediador de las variables inteligencia emocional percibida, género y edad en población adulta. Para ello, en una muestra de 848 sujetos matriculados en “Cursos Abiertos Masivos en Línea” MOOC, se toman medidas a través de autoinformes que exploran los perfiles de ciberacoso y las dimensiones de Inteligencia Emocional Percibida (IEP). Se llevan a cabo análisis multivariado y de regresión binomial, que muestran que la mayoría de los participantes que presentan dificultades para comprender y regular sus estados emocionales están implicados en situaciones de ciberacoso y señalan a las habilidades de inteligencia emocional como un claro factor de protección del ciberacoso. Estos resultados demuestran la necesidad de prestar mayor atención al fenómeno del ciberacoso en población adulta y la relevancia de las habilidades de inteligencia emocional en la prevención del ciberacoso. Emotional competencies are fundamental in preventing involvement in cyberbullying situations. The main goal of this research is to study the involvement profile in cyberbullying situations, according to the mediating effect of variables such as perceived emotional intelligence, gender and age in the adult population. To this end, measures are taken through self-reports exploring the profiles of cyberbullying and the dimensions of Perceived Emotional Intelligence (PEI), among a sample of 848 subjects enrolled in Massive Open Online Courses (MOOCs). Multivariate and binomial regression analyses are carried out, showing that the majority of participants who have difficulties in understanding and regulating their emotional states are involved in situations of cyberbullying, and pointing to emotional intelligence skills as a clear protective factor against cyberbullying. These results show the need to pay greater attention to the phenomenon of cyberbullying in the adult population, as well as the relevance of emotional intelligence skills in the prevention of cyberbullying.

scholarly journals Emotional Intelligence as a Protective Factor against Victimization in School Bullying

2020 ◽  
Vol 17 (24) ◽  
pp. 9406
Author(s):  
Benito León-del-Barco ◽  
Santiago Mendo Lázaro ◽  
María-Isabel Polo-del-Río ◽  
Víctor-María López-Ramos
Keyword(s):  
Emotional Intelligence ◽  
Public Schools ◽  
Emotional Regulation ◽  
Protective Factor ◽  
School Bullying ◽  
Mediating Effect ◽  
Multinomial Regression ◽  
Emotional Attention ◽  
Perceived Emotional Intelligence ◽  
Primary School Pupils

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.

scholarly journals INTELIGÊNCIA EMOCIONAL COMO FATOR PROTETOR DO BURNOUT EM PROFESSORES DO 2.º E 3.º CICLOS E SECUNDÁRIO DA RAM

2017 ◽  
Vol 6 (1) ◽  
pp. 417
Author(s):  
Glória Franco
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Protective Factor ◽  
Maslach Burnout Inventory ◽  
Length Of Service ◽  
Level Of Education ◽  
English Expression ◽  
Perceived Emotional Intelligence ◽  
Mood Scale ◽  
The Relationship

Abstract.Emotional intelligence is the ability to perceive, use, understand and regulate emotions to facilitate thought (Mayer and Salovey, 1997). The concept of burnout is the English expression to describe what stopped functioning because of the exhaustion of energy (France, 1987, cited by Carlotto, 2012).This study aimed to understand the perceived emotional intelligence as a protective factor against burnout, as well as studying the relationship between emotional intelligence and burnout. The sample was constituted by 250 teachers in the 2nd cycle (26.4%), 3rd cycle (57.2%) and Secondary school (16.4%), with (70.4%) females and (29.6%), males in the Autonomous Region of Madeira (RAM), Portugal. As instruments, we used a socio-demographic and professional’s questionnaire, the trait metamood scale (TMMS-24), the expressiveness and emotion regulation of Berkeley questionnaire and the Maslach burnout inventory (MBI). In the study did not find evidence that marital status, age, length of service and level of education influences taught emotional intelligence and burnout. Only gender seems to influence emotional intelligence. To confirm the statistical relationship between emotional intelligence and burnout, we used Spearman´s correlation test between variables and it was concluded that the higher the repair of emotions, the less emotional exhaustion and depersonalization and higher the revaluation emotions are higher is the emotional exhaustion.Keywords: Emotional intelligence, burnout, teacher, emotional expressiveness, emotional regulation.Resumo.A inteligência emocional é a capacidade de perceber, usar, conhecer e regular as emoções para facilitar o pensamento (Mayer & Salovey, 1997). Já o conceito de Burnout é a expressão inglesa para designar aquilo que deixou de funcionar por exaustão de energia (França, 1987, citado por, Carlotto, 2012). Este estudo teve como objetivos compreender a inteligência emocional percebida como fator de proteção face ao burnout, bem como estudar as relações entre a inteligência emocional e o burnout. No estudo participaram 250 professores do 2º ciclo (26.4%), 3º ciclo (57.2%) e Secundário (16.4 %), do género feminino (70.4%) e do masculino (29.6%), da Região Autónoma da Madeira (RAM), Portugal. Como instrumentos usámos um Questionário de Dados Sócio-Demográficos e Profissionais, o Trait Meta-Mood Scale (TMMS-24), o Questionário de Expressividade e o de Regulação Emocional de Berkeley e o Inventário de Burnout de Maslach (MBI). No estudo realizado não se encontrou evidências de que o estado civil, idade, tempo de serviço e nível de ensino lecionado influencie a inteligência emocional e o burnout. Somente o género pareceu influenciar a inteligência emocional. Para confirmar a relação estatística entre a inteligência emocional e o burnout foi realizado um teste de correlação de Spearman entre as variáveis e concluiu-se que quanto maior a reparação das emoções, menor é a exaustão emocional e a despersonalização e quanto maior a reavaliação das emoções, maior a exaustão emocional.Palavras-chave: Inteligência emocional, burnout, professor, expressividade emocional e regulação emocional.

scholarly journals The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

2020 ◽  
Vol 11 ◽  
Author(s):  
Elizabeth Cañas ◽  
Jesús F. Estévez ◽  
Estefanía Estévez ◽  
David Aparisi
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Peer Victimization ◽  
Protective Factor ◽  
Emotional Adjustment ◽  
Mediating Effect ◽  
Mediation Effect ◽  
Self Concept ◽  
Negative Consequences ◽  
The Relationship

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.

Association of the CD14 C159T and the Toll-like receptor 4 Asp299Gly polymorphisms with various phenotypes of asthma in adults from Crimea

2020 ◽  
Vol 41 (2) ◽  
pp. 134-140
Author(s):  
Yuriy Bisyuk ◽  
Andrew Dubovyi ◽  
Ilona DuBuske ◽  
Viktor Litus ◽  
Lawrence M. DuBuske
Keyword(s):  
Late Onset ◽  
Adult Population ◽  
Additive Models ◽  
Atopic Asthma ◽  
Control Group ◽  
Nucleotide Polymorphisms ◽  
Toll Like Receptor ◽  
Toll Like Receptor 4 ◽  
Single Nucleotide ◽  
Gender And Age

Background: This study assessed gene polymorphisms of the CD14 receptor (C-159T) and Toll-like receptor 4 (Asp299Gly) in a patient population in Crimea, Ukraine, stratified by clinical (early versus late onset; frequent versus occasional relapses; fixed versus reversible obstruction) and immunologic (atopic versus nonatopic; eosinophilic; neutrophilic or paucigranulocytic inflammation) subtype. Methods: Two polymorphisms, CD14 C-159T and TLR4 Asp299Gly, were assessed in 331 patients with asthma. The control group included 285 volunteers who were nonatopic. The single nucleotide polymorphisms were studied by using polymerase chain reaction with electrophoretic detection. Results: There were increased odds of asthma development in patients with the Asp299Gly TLR4 mutation compared with the general population underdominant odds ratio (OR) 1.52 [95% confidence interval (CI), 1.00‐2.32] and overdominant (OR 1.55 [95% CI, 1.01‐2.38]) models after adjustment for gender and age. In addition, mutations in this gene decreased the odds of nonatopic asthma in underdominant (OR 0.26 [95% CI, 0.07‐0.93]; p = 0.027), overdominant (OR 0.27 [95% CI, 0.07‐0.96]; p = 0.033), and log-additive models (OR 0.26 [95% CI, 0.07‐0.93]; p = 0.026) compared with the atopic subgroup after adjustment for gender, age, number of exacerbations, and type of airway inflammation. Allele frequencies for CD14 and TLR4 polymorphisms did not show statistical differences between the patients with asthma and the control subjects. Conclusion: CD14 C-159T polymorphisms were not associated with asthma in the adult population in Crimea. TLR4 Asp299Gly polymorphisms were associated with asthma and with decreased odds of nonatopic asthma compared with atopic asthma in the adult population in Crimea.

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

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