<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0212-9728</journal-id>
<journal-title><![CDATA[Anales de Psicología]]></journal-title>
<abbrev-journal-title><![CDATA[Anal. Psicol.]]></abbrev-journal-title>
<issn>0212-9728</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Murcia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0212-97282021000200002</article-id>
<article-id pub-id-type="doi">10.6018/analesps.37.2.338071</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The modelling effect of emotional competence on cyberbullying profiles]]></article-title>
<article-title xml:lang="es"><![CDATA[Efecto modelador de la competencia emocional en los perfiles de ciberacoso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guerra-Bustamante]]></surname>
<given-names><![CDATA[Joan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yuste-Tosina]]></surname>
<given-names><![CDATA[Rocío]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López-Ramos]]></surname>
<given-names><![CDATA[Víctor M]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendo-Lázaro]]></surname>
<given-names><![CDATA[Santiago]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Extremadura Faculty of Teacher Training College Department of Psychology]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,University of Extremadura Faculty of Teacher Training College Department of Educational Science]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2021</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<fpage>202</fpage>
<lpage>209</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_arttext&amp;pid=S0212-97282021000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_abstract&amp;pid=S0212-97282021000200002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.isciii.es/scielo.php?script=sci_pdf&amp;pid=S0212-97282021000200002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Emotional competencies are fundamental in preventing involvement in cyberbullying situations. The main goal of this research is to study the involvement profile in cyberbullying situations according to the mediating effect of variables such as perceived emotional intelligence, gender and age in the adult population. To this end, measures are taken through self-reports exploring the profiles of cyberbullying and the dimensions of Perceived Emotional Intelligence (PEI), among a sample of 848 subjects enrolled in Massive Open Online Courses (MOOCs), ages between 21 and 62 years (M = 40.52; SD = 11.65). Measures are taken through self-reports that explore cyberbullying profiles (Victim 18.9%, Aggressor 12.3%, Victim / Aggressor 16.3% and Without profile 52.6%), and the dimensions of Perceived Emotional Intelligence (Attention, Clarity and Repair). Multivariate and binomial regression analyses are carried out, showing that the majority of participants who have difficulties in understanding and regulating their emotional states are involved in situations of cyberbullying, and pointing to emotional intelligence skills as a clear protective factor against cyberbullying. These results show the need to pay greater attention to the phenomenon of cyberbullying in the adult population, as well as the relevance of emotional intelligence skills in the prevention of cyberbullying.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las competencias emocionales son fundamentales en la prevención de la implicación en situaciones de ciberacoso. En el presente trabajo, se plantea como principal objetivo, estudiar el perfil de implicación en situaciones de ciberacoso en función del efecto mediador de las variables inteligencia emocional percibida, género y edad en población adulta. Para ello, en una muestra de 848 sujetos matriculados en &#8220;Cursos Abiertos Masivos en Línea&#8221; MOOC, se toman medidas a través de autoinformes que exploran los perfiles de ciberacoso y las dimensiones de Inteligencia Emocional Percibida (IEP). Se llevan a cabo análisis multivariado y de regresión binomial, que muestran que la mayoría de los participantes que presentan dificultades para comprender y regular sus estados emocionales están implicados en situaciones de ciberacoso y señalan a las habilidades de inteligencia emocional como un claro factor de protección del ciberacoso. Estos resultados demuestran la necesidad de prestar mayor atención al fenómeno del ciberacoso en población adulta y la relevancia de las habilidades de inteligencia emocional en la prevención del ciberacoso.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Cyberbullying]]></kwd>
<kwd lng="en"><![CDATA[Emotional intelligence]]></kwd>
<kwd lng="en"><![CDATA[Cyberbullying profiles]]></kwd>
<kwd lng="en"><![CDATA[Adults]]></kwd>
<kwd lng="es"><![CDATA[Ciberacoso]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia emocional]]></kwd>
<kwd lng="es"><![CDATA[Perfiles de ciberacoso]]></kwd>
<kwd lng="es"><![CDATA[Adultos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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