الدور الوسيط للنوع في العلاقة بين الذكاء الانفعالي والتنمر الإلكتروني لدى طلبة المرحلة الاعدادية
DOI:
https://doi.org/10.36473/ujhss.v59i3.1133الكلمات المفتاحية:
الدور الوسيط، النوع، الذكاء الانفعالي، التنمر الإلكتروني، طلبة المرحلة الاعداديةالملخص
هدفت الدراسة الى التعرف على الدور الوسيط للنوع (ذكور-إناث) في العلاقة بين الذكاء الانفعالي والتنمر الإلكتروني لدى طلبة المرحلة الاعدادية. تكونت العينة النهائية للدراسة من 310 طالبًا (160 إناث، بنسبة 51.61%، 150 ذكور، بنسبة 48.39%)، يمثلون طلبة من الصفوف الرابع، والخامس، والسادس، كانت أعمارهم بين 15-17 عامًا، بمتوسط 16.5 عامًا، بانحراف معياري قدره 4.63. اتبعت الدراسة المنهج الارتباطي الكمي. أشارت النتائج إلى أن القصور في الذكاء الانفعالي وأبعاده قد ارتبط إيجابيا مع الوقوع ضحية للتنمر الإلكتروني لدى الجنسين، ولكن كان أقوى لدي الإناث. علاوة على ذلك، تبين وجود علاقة ارتباطية دالة بين تنظيم الانفعال والنوع (ذكور-إناث) في تفسير خبرات الوقوع ضحية للتنمر الإلكتروني. على الرغم من عدم وجود تفاعل لدى الذكور، فإن القصور في تنظيم الانفعال بالنسبة للإناث يرتبط بشكل دال بزيادة معدلات الوقوع ضحية للتنمر الإلكتروني.
التنزيلات
المراجع
References
"Electronic Bullying": Danger Threats Children because of Control
Absence".(2020) The Iraqi Future Journal. No. 2083.
Isa, M. A. (2009). Emotional Intelligence according to Educational Psychology
and the Positive Psychology. Cairo. Scientific Books Publishing House.
Isa, M. A. et al. (2020). Electronic Bullying in School: Danger, Treatment, and
Interference. Dosoki. Al-I'lm wa Al-Eman Publishing House.
Ágnes Z ,Róbert U, Mark D & .Zsolt D .)9222( .Gender Differences in the
Association Between Cyberbullying Victimization and Perpetration: The Role of
Anger Rumination and Traditional Bullying Experiences .Int J Ment Health
Addiction 2962–2222959 ,
Ahmed, T. (2019). Moral Disengagement and Parental Monitoring as Predictors
of Cyberbullying among First Year Secondary School Students. International
Journal of Psycho-Educational Sciences, 8, special issue, 6-13.
Ak, S., Özdemir, Y., and Kuzucu, Y. (2015). Cybervictimization and
cyberbullying: the mediating role of anger, don’t anger me! Comp. Hum. Behav.
, 437–443.
Ayman A. (2019). The Mediating Role of Emotional Intelligence in the
Relationship between Perceived Social Support and Cyber-Bullying
Victimization among Adolescents in Egypt. International Journal of PsychoEducational Sciences, 8(2), 95-103.
Baroncelli, A., and Ciucci, E. (2014). Unique effects of different components of
trait emotional intelligence in traditional bullying and cyberbullying. Journal of
Adolescence,37,807–815.
Beckman, L., Hagquist, C., & Hellström, L. (2012). Does the association with
psychosomatic health problems differ between cyberbullying and traditional
bullying? Emotional and Behavioural Difficulties, 17, 421-434.
Beran, T., & Li, Q. (2008). The relationship between cyberbullying and school
bullying. The Journal of Student Wellbeing, 1(2), 16-33.
Book, A.S., Volk, A.A., & Hosker, A. (2012). Adolescent bullying and
personality: An adaptive approach. Personality and Individual Differences,
(2), 218-223.
Brackett, M.A., Rivers, S.E., Shiffman, S., Lerner, N., & Salovey, P. (2006).
Relating emotional abilities to social functioning: A comparison of self-report
and performance measures of Emotional Intelligence. Journal of Personality and
Social Psychology, 91(4), 780-795.
Brighi, A., Guarini, A., Melotti, G., Galli, S., & Genta, M.L. (2012). Predictors
of victimisation across direct bullying, indirect bullying and cyberbullying.
Emotional and Behavioural Difficulties, 17(3-4), 375-388.
Buelga, S., Martínez-Ferrer, B., Cava, M. J., & Ortega-Barón, J. (2019).
Psychometric properties of the CYBVICS cyber-victimization scale and its
relationship with psychosocial variables. Social Sciences, 8, 13.
doi.org/10.3390/socsci8010013
Campbell, M., Spears, B., Slee, P., Butler, D., and Kift, S. (2012). Victims’
perceptions of traditional and cyber bullying, and the psychosocial correlates of
their victimization. Emotional and Behavioural Difficulties ,17, 389–401.
Carbone-Lopez, K., Esbensen, F., & Brick, B.T. (2010). Correlates and
consequences of peer victimization: Gender differences in direct and indirect
forms of bullying. Youth Violence and Juvenile Justice, 8, 332-350.
Casas, J.A., Del Rey, R., & Ortega-Ruiz, R. (2013). Bullying and cyberbullying:
Convergent and divergent predictor variables. Computers in Human Behavior,
(3), 580-587
Chen, L., Ho, S. S., and Lwin, M. O. (2017). A meta-analysis of factors
predicting cyberbullying perpetration and victimization: from the social cognitive
and media effects approach. New Media Soc. 19, 1194–1213.
Craig, W., Harel-Fisch, Y., Fogel-Grinvald, H., Dostaler, S., Hetland, J., SimonsMorton, B., et al. (2009). A cross-national profile of bullying and victimization
among adolescents in 40 countries. International Journal of Public Health, 54,
–224
Crick, N. R., Casas, J. F., & Nelson, D. A. (2002). Toward a more
comprehensive understanding of peer maltreatment: Studies of relational
victimization. Current Directions in Psychological Science, 11(3), 98-101
Davis, S. K., and Humphrey, N. (2012a). Emotional intelligence as a moderator
of stressor–mental health relations in adolescence: evidence for specificity.
Personality and Individual Differences,52, 100–105.
Davis, S. K., and Humphrey, N. (2012 b). The influence of emotional
intelligence(EI) on coping and mental health in adolescence: divergent roles for
trait and ability EI. Journal of Adolescence ,35, 1369–1379.
Dehue, F., Bolman, C., & Vollink, T. (2008). Cyberbullying: youths’ experiences
and parental perception. CyberPsychology & Behavior, 11(2), 217-223.
Della Cioppa, V., O’Neil, A., and Craig, W. (2015). Learning from
traditionalbullying interventions: a review of research on cyberbullying and best
practice. Aggression and Violent Behavior,23, 61–68.
Del Rey, R., Casas, J.A., Ortega-Ruiz, R., Schultze-Krumbholz, A., Scheithauer,
H., Smith, P., … Plichta, P. (2015). Structural validation and cross-cultural
robustness of the European Cyberbullying Intervention Project Questionnaire.
Computers in Human Behavior, 50, 141-147.
Dredge, R., Gleeson, J., & Garcia, X.P. (2014). Cyberbullying in social
networking sites: an adolescent victim’s perspective. Computer and Human
Behaviour, 36, 13-20.
Elipe, P., De-la-Oliva, M., & Del Rey, R. (2017). Homophobicbullying and
cyberbullying: Study of a silenced problem. Journal of Homosexuality, 65(5),
-686.
Elipe, P., Mora-Merchán, J. A., Ortega-Ruiz, R., and Casas, J. A. (2015).
Perceived emotional intelligence as a moderator variable between
cybervictimization and its emotional impact. Front. Psychol.6:486.
Emrah E.,Sabah B.,Kagan K.&Mark D.(2019) Childhood Emotional Abuse and
Cyberbullying PerpetrationAmong Adolescents: The Mediating Role of Trait
Mindfulness. International Journal of Mental Health and Addiction,
doi.org/10.1007/s11469-019-0055-5
Extremera, N., Duran, A., & Rey, L. (2007). Perceived emotional intelligence
and dispositional optimism-pessimism: Analyzing their role in predicting
psychological adjustment among adolescents. Personality and Individual
Differences, 42, 1069-1079.
Extremera, N., Quintana-Orts, C., Mérida-López, S., & Rey, L. (2018).
Cyberbullying victimization, self-esteem and suicidal ideation in adolescence:
Does emotional intelligence play a buffering role? Frontiers in Psychology, 9,
Fanti, K. A., Demetriou, A. G., & Hawa, V. V. (2012). A longitudinal study of
cyberbullying: Examining risk and protective factors. European Journal of
Developmental Psychology, 9(2), 168–181.
Fernandez-Berrocal, P., & Extremera, N. (2008). A review of trait meta-mood
research. In M.A. Columbus (Ed.), Advances in Psychology Research (pp.17-45).
San Francisco: Nova Science.
Gini, G., & Espelage, D.L. (2014). Peer victimization, cyberbullying, and suicide
risk in children and adolescents. The Journal of the American Medical
Association, 312, 545-546.
Gini, G., Pozzoli, T., & Hymel, S. (2014). Moral disengagement among children
and youth: A meta-analytic review of links to aggressivebehavior. Aggressive
Behavior, 40, 56-68.
Goran L.&Emanuela H. (2019). Cyberbullying and emotional distress in
adolescents: the importance of family, peers and school. Heliyon vol. 5,6 e01992.
Jun. 2019, doi: 10.1016/j.heliyon. 2019.e01992
Griezel, L., Finger, L. R., Bodkin-Andrews, G. H., Craven, R. G., & Yeung, A.
S. (2012). Uncovering the structure of gender and developmental differences in
cyber bullying. The Journal of Educational Research, 105(6), 442-455.
Hinduja, S., & Patchin, J. W. (2008). Cyberbullying: An exploratory analysis of
factors related to offending and victimization. Deviant Behavior, 29(2), 129-156.
Huang, Y., & Chou, C. (2010). An analysis of multiple factors of cyberbullying
among junior high school students in Taiwan. Computers in Human Behavior,
(6), 1581-1590.
Juvonen, J., and Gross, E. F. (2008). Extending the school grounds? Bullying
experiences in cyberspace. Journal of School Health ,78, 496–505.
Katzer, C., Fetchenhauer, D., & Belschack, F. (2009). Cyberbullying: who are
the victims? A comparison of victimization in Internet chatrooms and
victimization in school. Journal of Media Psychology, 21(1), 25-36.496–505.
Kessler R.C., & McLeod J.D. (1984). Sex differences in vulnerability to
undesirable life events. American Sociological Review, 49, 620-631.
Kistner, J., Counts-Allan, C., Dunkel, S., Drew, C.H., David-Ferdon, C., y
Lopez, C. (2010). Sex differences in relational and overt aggression in the late
elementary school years. Aggressive Behavior, 36, 282-291.
Kowalski, R., & Limber, S. (2007). Electronic bullying among middle school
students. Journal of Student Health, 41, 822-‐830
Kowalski, R. M., Giumetti, G. W., Schroeder, A. N., & Lattanner, M. R. (2014,
February 10). Bullying in the Digital Age: A Critical Review and Meta-Analysis
of Cyberbullying Research Among Youth. Psychological Bulletin, 140 (4), 1073-
Law, K.S., Wong, C.S., & Song, L.J. (2004). The construct and criterion validity
of emotional intelligence and its potential utility for management studies. Journal
of Applied Psychology, 89, 483-496.
Lee,C.& Shin ,N(2017). Prevalence of cyberbullying and predictors of
cyberbullying perpetration among Korean adolescents. Computers in Human
Behavior, 68:352-358
Lomas, J., Stough, C., Hansen, K., and Downey, L. A. (2012). Brief report:
emotional intelligence, victimization and bullying in adolescents. Journal of
Adolescence, 35,207–211.
Mark, L. & Ratliffe, K. T. (2011). Cyber worlds: New playgrounds for bullying.
Computers in Schools, 28, 92-116
Mayer, J. D., Roberts, R. D., and Barsade, S. G. (2008). Human abilities:
emotional intelligence. Annu. Rev. Psychol.59, 507–536.
Mayer J. D., and Salovey, P. (1997). What is emotional intelligence? in
Emotional Development and Emotional Intelligence: Implications for Educators,
eds P.Salovey and D. Sluyter (New York, NY: Basic Books), 3–31.
Merida-Lopez, S., Extremera, N., & Rey, L. (2017). En busca del ajuste
psicológico a traves de la inteligencia emocional .es relevante el género de los
docentes? Behavioral Psychology, 25, 581-597
Mishna, F., Cook, C., Saini, M., Wu, M., and MacFadden, R. (2011).
Interventionsto prevent and reduce cyber abuse of youth: a systematic review.
Research on Social Work Practice, 21, 5–14.
Monks, C. P., Smith, P. K., Naylor, P., Barter, C., Ireland, J. L., and Coyne, I.
(2009). Bullying in different contexts: commonalities, differences and the role of
theory. Aggress. Violent Behav. 14, 146–156.
Monks, C. P., Robinson, S., & Worlidge. P. (2012). The emergence of
cyberbullying: A survey of primary school pupil’s perceptions and experiences.
School Psychology International, 33(5), 477-491.
Nixon, C.L. (2014). Current perspectives: The impact of cyberbullying on
adolescent health. Adolescent Health, Medicine and Therapeutics, 5, 143-158.
Nolen-Hoeksema, S. (2003). The response styles theory. In C. Papageorgiou &
A. Wells (Eds.), Depressive rumination: Nature, theory and treatment of
negative thinking in depression (pp. 107- 123). New York: Wiley.
Nolen-Hoeksema, S., & Hilt, L.M. (2009). Gender differences in depression. In
I.H. Gotlib & C.L. Hammen (Eds.), Handbook of Depression (pp. 386-404). New
York: Guilford.
O’Brien, N., & Moules, T. (2013). Not sticks and stones but tweets and texts:
Findings from a national cyberbullying project. Pastoral Care in Education:
International Journal of Psychology in Education, 31, 53-65.
Ortega, R., Elipe, P., Mora-Merchan, J. A., Calmaestra, J., & Vega, E. (2009).
The emotional impact on victims of traditional bullying and cyberbullying: A
study of Spanish adolescents. Zeitschrift f}ur Psychologie/Journal of Psychology,
, 197–204.
Ortega, R., Elipe, P., Mora-Merchán, J. A., Genta, M. L., Brighi, A., Guarini, A.,
et al. (2012). The emotional impact of bullying and cyberbullying on victims: a
European cross-national study. Aggressive Behav. 38, 342–356.
Owens, L., Shute, R., & Slee, P. (2004). Girls' Aggressive Behavior. Prevention
Researcher, 11(3), 9-10.
Palermiti, A.L., Servidio, R., Bartolo, M.G., & Costabile, A. (2017).
Cyberbullying and self-esteem: An Italian study. Computers in Human Behavior,
, 136-141.
Patchin, J. W., & Hinduja, S. (2010). Bullies movebeyond the schoolyard: A
preliminary look atcyberbullying. Youth Violence and Juvenile Justice,4(2), 148–
Pereira, B., Mendonca, D., Neto, C., Valente, L., & Smith, P. K. (2004). Bullying
in Portuguese schools. School Psychology International, 25(2), 241-254.
Resurrección, D. M., Salguero, J. M., and Fernández-Berrocal, P. (2014).
Emotional intelligence and psychological maladjustment in adolescence: a
systematic review. Journal of Adolescence,37, 461–472.
Ruiz-Aranda, D., Cabello, R., Salguero, J.M., Palomera, R., Extremera, N., &
Fernandez-Berrocal, P. (2013). Guيa para mejorar la inteligencia emocional de
los adolescentes. Programa INTEMO. Madrid: Piramide.
Rey, L., Extremera, N., & Pena, M. (2016). Emotional competence relating to
perceived stress and burnout in Spanish teachers: A mediator model. PeerJ, 4,
e2087.
Salguero, J.M., Fernandez-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010).
Measuring perceived emotional intelligence in the adolescent population:
psychometric properties of the Trait Meta-Mood scale. Social Behavior and
Personality, 38(9), 1197-1210.
Schokman, C., Downey, L.A., Lomas, J., Wellham, D., Wheaton, A., Simmons,
N., & Stough, C. (2014). Emotional intelligence, victimisation, bullying
behaviours and attitudes. Learning and Individual Differences, 36, 194-200
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N.
(2008). Cyberbullying: Its nature and impact in secondary school pupils. Journal
of Child Psychology and Psychiatry, 49(4), 376–385.
Smith, P. K., Thompson, F., & Bhatti, S. (2012). Ethnicity, Gender, Bullying and
Cyberbullying in English Secondary School Pupils. Studia Edukacyjne, 23, 7-18