Cyberbullying has been linked to social, physical and psychological problems for adolescent victims but there has been no analysis of the specific role of emotional intelligence in protecting against the negative symptoms associated with cyberbullying victimization. This study examined the interaction between cyberbullying victimization and emotional intelligence (EI) as predictors of psychological maladjustment (operationalized as high suicidal ideation and low self-esteem) in 1,660 Spanish adolescents. We also investigated whether levels of EI moderated the relationship between cyberbullying victimization and mental health problems. The cyberbullying victimization x EI interaction contributed to variance in suicidal ideation and self-esteem in our sample of adolescent victims. Adolescent victims of cyberbullying with high EI scores reported lower suicidal ideation and higher self-esteem than their less emotionally intelligent counterparts. Thus, our data provide empirical support for theoretical and conceptual work connecting victimization, EI abilities and mental health associated with cyberbullying. This suggests that alone, but also in combination, EI may be particularly relevant in leading to increased levels of mental health issues in cyberbullying victims. Finally, the theoretical implications of our findings on the relationship between these variables and the mental health issues of adolescent victims of cyberbullying are discussed.

The present study examined the relationship between perceived emotional intelligence, selfesteem and life satisfaction in a sample of 316 Spanish adolescents (179 females and 137 males), ranging in age from 14 to 18. Demographic information was collected, along with data through the use of three self-report measures: the Trait Meta-Mood Scale, the Rosenberg Self-Esteem Scale and the Satisfaction with Life Scale. As expected, perceived emotional dimensions, particularly mood clarity and repair, showed positive associations with life satisfaction. Self-esteem also correlated significantly and positively with levels of adolescents satisfaction with life. More interestingly, results of structural equation modeling indicated that mood clarity and emotional repair had a significant direct and indirect link (via selfesteem) with life satisfaction in adolescents. The present study contributes to an emerging understanding of the underlying process between perceived emotional intelligence and life satisfaction. Our findings encourage moving beyond the examination of direct association between perceived emotional intelligence and life satisfaction and focusing on the role of potential mechanisms such as self-esteem involved in the link between perceived emotional intelligence and life satisfaction in adolescents. Implications of the present findings for future research are discussed, as well as potential interventions for increasing subjective well-being in adolescents.ResumenEl presente estudio examinó la relación entre inteligencia emocional percibida, autoestima y satisfacción vital en una muestra de 316 adolescentes españoles (179 mujeres y 137 hombres), de edades comprendidas entre los 14 y 18 años. Junto con los datos demográficos se recogió información mediante tres medidas auto-informadas: la escala de meta-cocimiento de los estados emocionales, la escala de autoestima de Rosenberg y la escala de satisfacción vital. Como esperamos, las dimensiones emocionales, especialmente claridad y reparación emocional, mostraron una asociación positiva con la satisfacción vital. Autoestima también correlacionó significativa y positivamente con los niveles de satisfacción vital de los adolescentes. Más interesante fueron los resultados del modelo de ecuaciones estructurales que indicaron que claridad y reparación emocional tenían un efecto directo pero también un vínculo indirecto (vía autoestima) con la satisfacción vital de los adolescentes. El presente trabajo contribuye a la mejor comprensión de los procesos subyacentes entre la inteligencia emocional percibida y la satisfacción vital. Nuestros hallazgos ponen de manifiesto la necesidad de ir más allá del examen de las asociaciones directas entre inteligencia emocional percibida y satisfacción vital centrándonos en el posible papel de otros mecanismos potenciales tales como la autoestima implicados en el vínculo entre inteligencia emocional percibida y satisfacción vital en adolescentes. Se discuten diversas implicaciones de estos hallazgos para futuras investigaciones así como posibles intervenciones dirigidas a incrementar el bienestar de los adolescentes

Educational context has an important influence on adolescents’ development and well-being, which also affects their academic performance. Previous empirical studies highlight the importance of levels of emotional intelligence for students’ academic performance. Despite several studies having analyzed the association and underlying mechanisms linking emotional intelligence and academic performance, further research, including both personal and contextual dimensions, is necessary to better understand this relation. Therefore, the purpose of this study was to deepen the understanding of the effect of emotional intelligence has on academic performance, examining the possible mediating role of flourishing and the moderating role of the teacher-student relationship. A convenience sample of 283 adolescents (49.8% female), aged 12–18 years (M = 14.42, SD = 1.12), participated in a cross-sectional study by completing self-report questionnaires measuring emotional intelligence (Wong and Law Emotional Intelligence Scale), flourishing (Flourishing Scale), and teacher-student relationship (Inventory of Teacher-Student Relationships) and reported their grades of the previous term on four mandatory subjects in the Spanish education curriculum. Results indicated that flourishing completely mediated the path from emotional intelligence to academic performance and that teacher-student relationship was a significant moderator in this model. Thus, in adolescents with worse teacher-student relationship, the association of emotional intelligence and flourishing was stronger than in adolescents with better teacher-student relationship. In turn, flourishing was positively associated with academic performance. These results suggest that it is crucial to foster better teacher-student relationship, especially in adolescents with low emotional intelligence, and to positively impact their well-being and their academic performance.