Cyberbullying in the university setting. Relationship with family environment and emotional intelligence

Por favor, use este identificador para citar o enlazar este ítem:
Información del item - Informació de l'item - Item information
Título: Cyberbullying in the university setting. Relationship with family environment and emotional intelligence
Autor/es: Martínez-Monteagudo, Mari Carmen | Delgado, Beatriz | Inglés, Cándido J. | García-Fernández, José Manuel
Grupo/s de investigación o GITE: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción
Centro, Departamento o Servicio: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Palabras clave: Cyberbullying | Victims | Aggressors | Family environment | Emotional intelligence | University students
Área/s de conocimiento: Psicología Evolutiva y de la Educación
Fecha de publicación: feb-2019
Editor: Elsevier
Cita bibliográfica: Computers in Human Behavior. 2019, 91: 220-225. doi:10.1016/j.chb.2018.10.002
Resumen: Currently, the enormous quantity of research on cyberbullying during adolescence contrasts with those studies carried out in the university environment. The objective of this study was to analyze the predictive capacity of family environment and emotional intelligence with regard to cyberbullying in university students. The European Cyberbullying Intervention Project Questionnaire, the Social Climate in the Family Scale and the Trait Meta-Mood Scale-24 were administered to a sample of 1282 university students (594 men and 688 women) between the ages of 18 and 46 (M = 21.65; DT = 4.25). The results revealed that a deteriorated family environment increases the probability of being both a victim and an aggressor of cyberbullying, whereas a favorable family environment decreases this probability. Likewise, the dimensions of emotional intelligence were predictive variables of participation as victims or aggressors of cyberbullying. The conclusions of this study are of special relevance given that they do not only bring about a problem that has a little knowledge of the university setting, but because they also note that intervention programs should consider the influence of the family environment during the early adulthood period, as well as the relevance of emotional level of these university students.
ISSN: 0747-5632 (Print) | 1873-7692 (Online)
DOI: 10.1016/j.chb.2018.10.002
Idioma: eng
Tipo: info:eu-repo/semantics/article
Derechos: © 2018 Elsevier Ltd.
Revisión científica: si
Versión del editor:
Aparece en las colecciones:INV - SOCEDU - Artículos de Revistas
INV - Habilidades, Competencias e Instrucción - Artículos de Revistas

Archivos en este ítem:
Archivos en este ítem:
Archivo Descripción TamañoFormato 
Thumbnail2019_Martinez-Monteagudo_etal_CompHumanBehav_final.pdfVersión final (acceso restringido)220,68 kBAdobe PDFAbrir    Solicitar una copia
Thumbnail2019_Martinez-Monteagudo_etal_CompHumanBehav_accepted.pdfEmbargo 24 meses (acceso abierto: 3 oct. 2020)419,19 kBAdobe PDFAbrir    Solicitar una copia

Todos los documentos en RUA están protegidos por derechos de autor. Algunos derechos reservados.