Impact of Spirituality/Religiousness on Cyber Bullying and Victimization in University Students: Mediating Effect of Emotional Intelligence

Examining the causal effects of exposure to violence on crime among youth involved in the justice system: Experienced, witnessed, and experienced-witnessed violence

Previous studies on exposure to violence lack a nuanced understanding of the causal effects of different exposure types on offending behaviors. This study, drawing on Pathways to Desistance Study (PDS) data tracking 1354 adjudicated youths aged 14-18 over 7 years, explores the contemporaneous (cross-sectional), acute (after 1 year), enduring (after 3 years), and long-term (after 6 years) causal effects of violence exposure on property and violent offending. The sample, predominantly male (86%), consisted of White (20%), Black (42%), and other (38%) individuals. The generalized propensity score is used to match unbalanced covariates across multiple exposure types, namely noninvolved (n = 392), witnessed (n = 577), experienced (n = 31), and experienced-witnessed violence (n = 305). Results demonstrate the contemporaneous, acute, enduring, and long-term effects of violence exposure on both violent and property offending, with varying durations and strengths across exposure types. The most pronounced risk effects are immediate, diminishing over time and potentially reversing in the long term as youth transition into adulthood. Among exposure types, experienced-witnessed violence exhibits the most potent effects on offending, followed by witnessed violence and then experienced violence-a pattern consistent across the observed time points. Noteworthy is the finding that the impact of violence exposure is more pronounced for violent offending, diminishing more rapidly compared to the effects on property offending.

The relationship between emotional intelligence, spiritual intelligence, and student achievement: a systematic review and meta-analysis

INTRODUCTION

Emotional and spiritual intelligence are crucial factors in enhancing individuals' knowledge and academic achievement. This study aims to examine the correlation between spiritual intelligence, emotional intelligence, and student achievement through a systematic review and meta-analysis.

MATERIALS AND METHODS

A search was conducted in the PubMed, Scopus, Web of Science, SID, and Google Scholar databases from 2007 to December 2022. The effect sizes (EF) included the mean and standard deviation of emotional intelligence, spiritual intelligence, and student achievement and correlation coefficients among spiritual intelligence, emotional intelligence, and student achievement. Random effects models were used to pool the results, and the Q test and I2 index were employed to assess heterogeneity. Correlation coefficients were transformed into standard data (Z) using log transformation.

RESULTS

The overall mean score of educational achievement in university and school students was 15.91 (95% CI: 15.26-16.78). The mean scores of spiritual and emotional intelligence were 138.27 (95% CI: 129.19-147.35) and 128.94 (95% CI: 117.08-140.80), respectively. The correlation coefficients between spiritual intelligence, emotional intelligence, and student achievement were r = 0.36 (95% CI: 0.18-0.51) and r = 0.50 (95% CI: 0.28-0.67), respectively.

CONCLUSIONS

Emotional and spiritual intelligence are independent predictive factors in educational achievement for university and school students. Therefore, improvements in emotional and spiritual intelligence can promote students' academic achievement.

Emotional Intelligence and School Bullying Victimization in Children and Youth Students: A Meta-Analysis

School victimization among children and youth is a global public health issue that has long-term adverse effects on the victims' mental health and behavioral development. Theories and research suggest that emotional intelligence may operate as a buffer against school bullying victimization. However, the strength of the association between emotional intelligence and bullying victimization is controversial. Therefore, we aimed to conduct a meta-analysis to evaluate the exact association between Emotional intelligence and school bullying victimization. We conducted a systematic search in PubMed, Web of Science, ProQuest Dissertations, Google Scholar, and China National Knowledge Infrastructure (CNKI) from inception to March 2022 for relevant studies that examine the association between emotional intelligence and school bullying victimization without a language limit. Twenty-four articles were included in our meta-analysis (n = 27,438). There was a small, negative, and significant association between emotional intelligence and school victimization among children and youth students. Sex and emotional intelligence measurement tools were variables that significantly moderated the link between emotional intelligence and bullying victimization. The findings indicated that improving students' emotional intelligence could be a crucial strategy to lower the students' risk of being bullied in school and online. It would be more effective among male students.

Relationships between Spirituality, Happiness, and Prosocial Bystander Behavior in Bullying-The Mediating Role of Altruism

Positive psychology is vital in increasing prosocial behavior and reducing bullying. However, limited studies have analyzed the influence of positive personal characteristics on the prosocial behaviors of bystanders in bullying. The present study examined direct and indirect relationships between spirituality, happiness, altruism, and prosocial bystander behavior in bullying. Participants in this study were 685 students from Northwestern Mexico; 51% were male and 49% female, between 12 and 18 years old (M = 14.3 years, SD = 1.68). A structural equation model (SEM) was calculated. The results indicate that happiness and altruism were related to prosocial bystander behavior. Spirituality and happiness have an indirect relationship by increasing prosocial bystander behavior through the positive effects of altruism. The SEM explained 48% of the variance of the prosocial bystander. The implications for improving defensive behavior in bullying and reducing school violence are discussed.

The Association of Cyber-Bullying and Adolescents in Religious and Secular Schools in Israel

Internet usage during leisure time is a growing area of research, especially among adolescents. Our aim was to evaluate the association between Internet usage patterns of religious and secular adolescents, exposure to cyber-bullying, and psychosomatic symptoms in Israel. A cross-sectional study was carried out using questionnaires administered to 7166 students aged 11-17 (4223 secular; 2943 religious). Cyber-bullying was more common among secular students (11.4%) than religious students (8.4%). Multiple logistic regression predicting cyber-bullying showed significant results for boys, primary school age, Internet usage, bad moods, sleeping disorders, and dizziness. A comparison across school levels and between the education sectors did not show major differences in the probability to experience bullying. However, different characteristics played the role in explaining propensity to that experience. These findings can help to plan school-level oriented intervention programs to educate adolescents on prudent use of the Internet to combat the spread of cyber-bullying.