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Vol. 15 No. 1 (2025)
Enero-Junio

Articles

Emotional intelligence and likelihood of cyberbullying intervention: the role of student-teacher emotional interaction

https://doi.org/10.19053/uptc.20278306.v15.n1.2025.18821

Published 2025-02-15

  • Claudia Fernández-Delgado
    • ,
  • María Teresa Chamizo-Nieto
    • ,
  • Lourdes Rey-Peña

Claudia Fernández-Delgado
University of Malaga, Malaga, España image/svg+xml

María Teresa Chamizo-Nieto
University of Malaga image/svg+xml

Lourdes Rey-Peña
University of Malaga image/svg+xml

Abstract

This study explores the relationship between teachers’ Emotional Intelligence (EI) and their likelihood of intervention in cases of cyberbullying, as well as the mediating role of student-teacher emotional interaction. For this purpose, a quantitative cross-sectional study was carried out. Several scales such as WLEIS, EFI and an item to assess the likelihood of intervention were administered. The sample consisted of 105 teachers, 55.2% of whom were women, aged between 29 and 64 years (M = 47; SD = 8.46), from 16 secondary schools. The results showed a positive relationship between EI and the probability of intervention, as well as a total mediation of this relationship by the student-teacher emotional interaction. Thus, EI is related to a higher probability of intervention between victim and bully, through emotionally focused interaction between teacher and student.

Keywords

cyberbullying, teachers, emotional intelligence, intervention

PDF (Español)

Author Biography

Claudia Fernández-Delgado

Graduada en Psicología, Facultad de Psicología y Logopedia, Universidad de Málaga.

María Teresa Chamizo-Nieto

Doctora en Psicología, Facultad de Psicología y Logopedia, Universidad de Málaga.

Lourdes Rey-Peña

Doctora en Psicología, Facultad de Psicología y Logopedia, Universidad de Málaga.

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