Association between Emotional Intelligence and Bullying Roles of In-School Adolescents in Ilorin Metropolis

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Department of Educational Foundations, Faculty of Education, University of Port Harcourt, Nigeria


Studies mostly from United States and Europe have looked into the relationship among emotion, emotional intelligence and bullying revealing negative relationship between cognitive intelligence and bullying, empathy and bullying perpetration, ability to understand and manage other people’s emotions and victimisation. However, such inquiry is limited for Nigeria, hence, this study investigated whether emotional intelligence of in-school adolescents is related to his/her role in bullying interactions, either as a perpetrator, victim, bully-victim or non-involved. Sample was chosen from six schools using stratified random sampling. Self-report inquiry form was used to determine the level of the respondents’ emotional intelligence and the bullying roles. To test the hypotheses, Pearson’s Product Moment Correlation was employed. Outcomes of study pointed out varying rates of bullying roles, 43.5% (neutral) 4.4% (bullying perpetration) 13.33% victimisation and 39.05% (bullying-victimisation). It was also disclosed that emotional intelligence has significant association with victimisation, bullying-victimisation and non-involvement but not with bullying perpetration. These findings have implications for bullying prevention and treatment especially for victims and bully-victims. It is recommended that emotional intelligence treatment should be used in assisting victims as well as bully-victims that formed larger percentage of those involved in bullying interaction.



Association, Bullying roles, Emotional intelligence, In-school adolescents


Mustapha, M. L. A. (2018). Association between Emotional Intelligence and Bullying Roles of In-School Adolescents in Ilorin Metropolis. Port Harcourt Journal of educational Studies 3(1), 196-204