Development of Emotional Skills in Adolescents to Prevent Cyberbullying and Improve Subjective Well-Being.

Clicks: 274
ID: 23122
2018
Article Quality & Performance Metrics
Overall Quality
Not rated
Combines reader engagement with the AI quality analysis. This article has not been analysed, so there is no overall score — reader engagement is measured and shown alongside.
AI Quality Assessment
Not analyzed
Readership in this journal
Steady

Ranked #244 of 510 articles by views in Frontiers in psychology

Most read Least read

Bar heights use a square-root scale. Only the 120 most-read articles are drawn; the journal has 510 in total.

Mint this article as an NFT
Not yet minted

Create a permanent, verifiable on-chain record of this article on the Scimatic Network. The NFT is held in your Journament account, and you can withdraw it to your own wallet at any time.

5 SUSD one-off · no wallet required
Sign in to mint
Abstract
Bullying behavior alters the way in which students coexist together in the classroom and negatively affects adolescents' well-being. Research highlights the importance of emotional skills in promoting positive youth development and optimal social functioning. Therefore, education in these skills is a potential target for interventions aimed at reducing cyberbullying and promoting satisfaction with life during adolescence. This study analyzes the impact of an emotion education program in adolescents to promote classroom coexistence and well-being. The sample comprised 148 students from 7th and 8th grade of secondary school aged between 12 and 15 years ( = 12.63, = 0.74; 57% girls). A quasi-experimental design with longitudinal data collection was used in this study with randomized classroom assignment to the experimental group and the control group. The intervention program was based on the emotional intelligence model of Mayer and Salovey (1997). Its objective was to develop adolescents' emotional skills to improve the quality of interpersonal relationships and reduce conflicts between peers, positively influencing coexistence and well-being. The intervention took place in eleven sessions during school hours over a period of 3 months. Participants completed the emotional competence questionnaire, the cyberbullying scale and the life satisfaction scale before (T1), immediately after (T2), and 6 months after the intervention (T3). The results showed that the intervention program reduced victimization and assault via mobile phones and the Internet in T2 and T3. In the follow-up (T3), the intervention group had enhanced emotional perception and regulation skills and reported an increase in life satisfaction in comparison to the control group. Our findings suggest that implementing classroom intervention programs to develop students' emotional competencies could be beneficial for their subjective well-being and peer coexistence.
Reference Key
schoeps2018developmentfrontiers Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Schoeps, Konstanze;Villanueva, Lidón;Prado-Gascó, Vicente Javier;Montoya-Castilla, Inmaculada;
Journal Frontiers in psychology
Year 2018
DOI
10.3389/fpsyg.2018.02050
URL
Keywords Keywords not found

Citations

No citations found. To add a citation, contact the admin at info@scimatic.org

Comments

No comments yet. Be the first to comment on this article.