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Emotional Intelligence, Family, and School Factors Associated with Cyberbullying Roles in Adolescence

Year: 2025

Type: article

Abstract: This research explored the relationship between family and school-based relational factors, emotional intelligence facets, and cyberbullying roles in a sample of 2,883 adolescents (aged 12–18; M = 14.11, SD = 1.42). Findings from logistic regression revealed shared factors associated with cybervictims, cyberbullies, and cyberbully-victims, including lower use of emotion, higher family conflict, and reduced teacher support. Lower emotion regulation and weaker family cohesion were linked to cyberbully-victim and cyberbully roles, while self-emotion appraisal was relevant for cyberbullies, and other-emotion appraisal was significant for cybervictims. Furthermore, student support was particularly significant for cybervictims. These results underscore the importance of reducing family conflict, enhancing teacher support, and promoting emotional intelligence as preventive measures against cyberbullying. Implications for family and school-based interventions are discussed.

Source: Journal of Aggression Maltreatment & Trauma

DOI: 10.1080/10926771.2025.2523862

Authors: Cirenia Quintana-Orts, Sergio Mérida-López, Jorge Gómez-Hombrados, Lourdes Rey

Institution: Universidad de Málaga

Language: English

Topic: Bullying, Victimization, and Aggression

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Peace, justice, and strong institutions, Good health and well-being, Quality education

Open Access status: green

Funders: Junta de Andalucía, Agencia Estatal de Investigación