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Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran (Corresponding Author) , stalepasand@semnan.ac.ir
Abstract: (8 Views)
Background: Bullying, as one of the most significant psychological–social problems in educational settings, has extensive negative consequences for students’ and adolescents’ mental, social, and academic well-being. Therefore, identifying individual and psychological factors associated with bullying is considered a fundamental priority in educational and psychological research.
Aims: The aim of the present study was to test the structural model of moral intelligence and self-compassion with bullying with the mediating role of emotional self-control.
Methods: This research employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of all female students in the first cycle of secondary education in the city of Qom. The participants included 323 students who were selected through multistage cluster sampling and completed the Bullying Scale (Espelage & Holt, 2001), the Moral Intelligence Scale (Lennick & Kiel, 2005), the Self-Control Scale (Tangney et al., 2004), and the Self-Compassion Questionnaire (Neff, 2003). Data were analyzed using Pearson correlation coefficients and structural equation modeling in SPSS version 27 and AMOS version 24.
Results: The findings showed that moral intelligence (β=-0.35, p<0.01), self-compassion (β=-0.57, p<0.01) and emotional self-control (β=-0.47, p<0.01) had a negative structural effect on bullying. Moral intelligence (β=-0.42, p<0.01) and self-compassion (β=-0.83, p<0.01) had a positive structural effect on emotional self-control. The mediating role of emotional self-control in the relationship between moral intelligence (β=-0.20, p<0.01) and self-compassion (β=-0.39, p<0.01) was significant.
Conclusion:The present study, by examining the mediating role of emotional self-control, demonstrated that moral intelligence and self-compassion are associated with a reduction in bullying both directly and indirectly (through the enhancement of emotional self-control) among students. The findings emphasize that strengthening these psychological characteristics can contribute to the improvement of emotional regulation and serve as an effective strategy for preventing bullying behaviors.
Aims: The aim of the present study was to test the structural model of moral intelligence and self-compassion with bullying with the mediating role of emotional self-control.
Methods: This research employed a descriptive–correlational design using structural equation modeling. The statistical population consisted of all female students in the first cycle of secondary education in the city of Qom. The participants included 323 students who were selected through multistage cluster sampling and completed the Bullying Scale (Espelage & Holt, 2001), the Moral Intelligence Scale (Lennick & Kiel, 2005), the Self-Control Scale (Tangney et al., 2004), and the Self-Compassion Questionnaire (Neff, 2003). Data were analyzed using Pearson correlation coefficients and structural equation modeling in SPSS version 27 and AMOS version 24.
Results: The findings showed that moral intelligence (β=-0.35, p<0.01), self-compassion (β=-0.57, p<0.01) and emotional self-control (β=-0.47, p<0.01) had a negative structural effect on bullying. Moral intelligence (β=-0.42, p<0.01) and self-compassion (β=-0.83, p<0.01) had a positive structural effect on emotional self-control. The mediating role of emotional self-control in the relationship between moral intelligence (β=-0.20, p<0.01) and self-compassion (β=-0.39, p<0.01) was significant.
Conclusion:The present study, by examining the mediating role of emotional self-control, demonstrated that moral intelligence and self-compassion are associated with a reduction in bullying both directly and indirectly (through the enhancement of emotional self-control) among students. The findings emphasize that strengthening these psychological characteristics can contribute to the improvement of emotional regulation and serve as an effective strategy for preventing bullying behaviors.
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)