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ERIC Number: EJ1252957
Record Type: Journal
Publication Date: 2019-Jun
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2325-775X
EISSN: N/A
The Mediating Role of Emotional Intelligence in the Relationship between Perceived Social Support and Cyberbullying Victimization among Adolescents in Egypt
Elkady, Ayman Abdelgalil M.
International Journal of Psycho-Educational Sciences, v8 spec iss p6-13 Jun 2019
Emotional intelligence and social support are important variables in handling and preventing cyberbullying. Few studies have examined the mediating role of emotional intelligence in the relationship between perceived social support and cyberbullying victimization among adolescents. A total of 120 (62.5% males, and 37.5% females) adolescents five middle schools from West El Mahalla, El Gharbeya. They ranged in age from 12 to 15 years (M = 13.88, SD =1.24). For the purpose of this study, quantitative survey research was employed. For collecting data, Schutte Self Report Emotional Intelligence Test, (Schutte et al. 1998), The Cyber Victimization Experiences Scale (Betts and Spenser 2017), and Multidimensional Scale of Perceived Social Support (MSPSS) (Zimet et al. 1988) were used. Descriptive statistics, inter-correlations and regression were employed for data analysis. The findings confirmed that emotional intelligence moderated the associations between cyberbullying and perceived social support. In this regard, the findings extend our knowledge on the association between cyberbullying and perceived social support by investigating the emotional intelligence of cyberbullies. Findings were discussed and conclusion was included.
London Academic Publishing. 27 Old Gloucester Street WC1N 3AX London, UK. e-mail: contact@lapub.co.uk; Web site: https://www.journals.lapub.co.uk/index.php/IJPES
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Egypt
Grant or Contract Numbers: N/A