Eva M Romera
Universidad de Córdoba, Psicología, Faculty Member
- Profesora Titular del Departamento de Psicología de la Universidad de Córdobaedit
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular... more
This eBook is a collection of articles from a Frontiers Research Topic. Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contac
Research Interests:
Not assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been... more
Not assuming responsibility, or minimizing it, after committing an offence is one of the four moral disengagement strategies linked to the phenomenon of bullying described by the Social Cognitive Theory. However, to date, there has been no research into the role of the agent’s locus in this process and the mediating effect of bullying perpetration in the possible evolutionary sequencing of moral disengagement strategies. This study addresses both of these goals. A total of 1107 schoolchildren (54.7% girls; Mage = 14.49; SD = 0.789) were surveyed in a longitudinal study at three time points spaced six months apart. The results indicated that minimizing responsibility directly predicts both cognitive restructuring and distortion of consequences. They also confirmed that aggressive perpetration in bullying has a mediating effect on all three strategies. Nevertheless, this sequential dynamic does not include dehumanization, which was not directly linked to minimizing responsibility and ...
Research Interests:
Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap... more
Bidirectional associations between bullying and cyberbullying have consistently identified during adolescence. However, little is known about how this relationship works on the within-person level, after controlling for potential overlap at the between-person level. This study examined the bidirectional longitudinal associations between bullying and cyberbullying perpetration and victimization during 18-month period over four time points. A total of 2835 participants, aged 11 to 16 years in time 1 (50% girls; Mage = 13.13, SD = 1.06) were surveyed. Random intercept cross-lagged analyses revealed the stability of bullying perpetration and victimization. Cyberbullying victimization predicted inversely bullying and cyberbullying perpetration. The results indicate spirals of positive long-term associations between bullying (perpetration and victimization) and cyberbullying perpetration but no long-terms spirals of victimization.
Research Interests:
Research Interests:
Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la calidad de las relaciones interpersonales que establecen los escolares. Las aportaciones científicas sobre este fenómeno se centran de forma... more
Resumen:El bullying ha sido identificado como uno de los principales problemas que afecta a la calidad de las relaciones interpersonales que establecen los escolares. Las aportaciones científicas sobre este fenómeno se centran de forma destacada en el estudio de los factores de riesgo asociados a rasgos de la personalidad y a variables de contexto entre los iguale, principalmente en la etapa de secundaria. Sin embargo, poco se sabe de la influencia explicativa en el bullying de cada uno de estos grandes bloques. El trabajo que aquí se presenta pretende conocer si junto con ciertas variables de personalidad (sexo, edad y autoestima) existen variables del contexto escolar (ajuste normativo, indisciplina y disruptividad, ajuste entre iguales), que puedan estar explicando la implicación en bullying ya sea como agresor, víctima o agresor victimizado. El “Cuestionario para la Investigación de la Violencia Escolar en Andalucía: CIVEA” fue administrado a 1278 escolares españoles (47.7% chic...
Research Interests: Sociology and Humanities
Research Interests:
La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterioran la convivencia escolar. Pero hay poco trabajo científico y educativo que ponga en evidencia la relación que ambas variables mantienen con... more
La falta de compromiso moral y empatía se ha relacionado con conductas transgresoras que deterioran la convivencia escolar. Pero hay poco trabajo científico y educativo que ponga en evidencia la relación que ambas variables mantienen con las actitudes de los docentes así como de los futuros docentes en el marco de una sociedad que tiende a la diversidad cultural y a la educación inclusiva. El estudio que se presenta analiza dichas actitudes en un total de 710 estudiantes universitarios de los Grados de Educación Infantil y Primaria (82.0% mujeres; M edad = 20.72; DT= 3.93). Se trata de un estudio transversal ex post facto retrospectivo mediante el uso de autoinformes. Los resultados confirmaron una relación significativa e inversa entre las actitudes positivas hacia la diversidad cultural y ciertas expresiones de desconexión moral cívica. También se halló que la empatía cognitiva y afectiva ejercieron un efecto indirecto en esta relación. Se discute la importancia de trabajar la emp...
Research Interests:
Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivencia escolar. Se analizó las dimensiones individuales y contextuales que influyen en las relaciones interpersonales entre adolescentes.... more
Las relaciones interpersonales entre adolescentes son relevantes en el aprendizaje y la convivencia escolar. Se analizó las dimensiones individuales y contextuales que influyen en las relaciones interpersonales entre adolescentes. Participaron 1084 adolescentes escolarizados (52.8% mujeres) del sur de Colombia, con edades entre 11 y 19 años (M=14.9; SD=1.89). Se analizaron las propiedades psicométricas de las escalas utilizadas. Un modelo de ecuaciones estructurales informó las relaciones e influencias de la empatía, prosocialidad, metas sociales, autoeficacia social y ajuste normativo sobre la calidad de sus relaciones interpersonales (ajuste social). Se encontraron óptimas propiedades psicométricas para las escalas y adecuados ajustes del modelo explicativo-predictivo; éste indicó que la empatía, prosocialidad y autoeficacia social con los compañeros predicen la calidad de las relaciones interpersonales. Resalta la influencia negativa de la autoeficacia social con profesores hacia...
Research Interests:
El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados... more
El cyberbullying ha sido identificado como uno de los problemas más importantes entre los jóvenes en la última década. Las contribuciones científicas a este fenómeno se centran de forma destacada en el estudio de los factores asociados con los rasgos de personalidad, sobre todo en la etapa secundaria. El objetivo de este estudio es determinar si, junto con ciertas variables de personalidad existen variables del contexto que pueden explicar la participación en el acoso cibernético como no implicados, espectadores, víctimas, agresores y agresores victimizados. Un total de 1278 escolares de primaria (47.7% niñas), con edades comprendidas entre los 10-14 años, en Andalucía (M = 11.11; DT = 0.75) participaron en el estudio. Los análisis estadísticos indican que las variables tanto personales como interpersonales influyen en el acoso cibernético, específicamente, se observó el género, la autoestima negativa, el ajuste social entre iguales, y la disruptividad y conflictividad. Los resultad...
Research Interests:
The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of... more
The present study aims to examine the issue of peer aggression and victimisation in early childhood, with a focus on the associated social behaviour strategies (aggressiveness, prosociality, dominance and social insecurity). A sample of 227 children (58.1% girls, n = 132) between the ages of 4 and 7 years (M = 5.61; SD = 1. 03) participated in the study. Teacher reports and peer nominations of physical and verbal aggression and victimisation were analysed. Results showed an association between aggressiveness and insecurity and being nominated as a physical and verbal aggressor by peers. Being nominated as a physical victim was associated with aggressiveness and dominance; and for verbal victim with aggressiveness and prosociality. Differences were found between boys and girls in verbal aggression and victimisation. The current study contributes to a better understanding of the emergence of peer aggression and victimisation in relation to social processes in early childhood and has i...
Research Interests:
Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los adolescentes, aumentando la prevalencia de conductas de riesgo como el ciberacoso. Aunque su estudio ha aumentado en las últimas décadas,... more
Los dispositivos digitales han adquirido un papel fundamental en las dinámicas sociales entre los adolescentes, aumentando la prevalencia de conductas de riesgo como el ciberacoso. Aunque su estudio ha aumentado en las últimas décadas, aún son escasos los trabajos centrados en conocer los efectos de formas de cibervictimización sutiles, como el ciber-rumor. Los objetivos del estudio fueron, primero, examinar si las víctimas de ciber-rumor presentan mayores niveles de síntomas internalizantes, y segundo, explorar si la resiliencia actúa como mediadora de dicha asociación, controlando el efecto del sexo. Un total de 558 escolares (54.3% chicas) con edades entre 13 y 17 años (M = 14.65 años; DT = 1.19) participaron en el estudio. El tratamiento de datos siguió un modelo de mediación a través de PROCESS. Los resultados evidenciaron que las víctimas de ciber-rumor presentaron niveles más altos de depresión, ansiedad y estrés que los adolescentes que indicaron no haber sido víctimas de ci...
Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore... more
Gossip is a type of social behavior present in all types of social networks, and cybergossip is an emerging kind of online social behavior which can both promote and hinder relationships between peers. The aim of this study was to explore the relation between involvement in cybergossip and the development of behavior of social adjustment, bullying and cyberbullying (aggression and victimization), based on gender and age. A total of 510 secondary school students (49.4% girls) aged 12 to 17 years old (M = 14.01; SD = 1.38) were surveyed by self-report. Questionnaires validated with adolescents were used to measure bullying, social adjustment and cyberbullying. The results showed that a high prevalence of involvement in cybergossip was associated with bullying and cyberbullying behavior (aggression and victimization), with girls showing the greatest involvement in cybergossip. The discussion of the results focuses on the gender difference, as well as the importance of the need for trai...
Research Interests:
Objective: Moral disengagement is one of the most explored cognitive strategies for understanding why adolescents engage in aggressive behavior. Moral disengagement research has been lacking in Latin American countries, as there is... more
Objective: Moral disengagement is one of the most explored cognitive strategies for understanding why adolescents engage in aggressive behavior. Moral disengagement research has been lacking in Latin American countries, as there is limited research on cultural differences between adolescents. The moral disengagement scale (MDS) is the most commonly measure used but previous studies applied different factorial structures. This study aimed to compare the three commonly used the factorial structure of MDS-24 in a confirmatory factorial analysis (CFA) and its association with bullying. Using a cross-sectional design, the study also explored the cross-cultural measurement invariance (MI) in MDS-24 and the differences between Spanish and Colombian adolescents. Method: Data were collected from Spanish (n = 1,396; Mage = 13.6; 49% girls) and Colombian adolescents (n = 1,298; Mage = 14.12; 49% girls). Results: The CFA showed that the eight-factor structure had the best model fit. The eight moral disengagement mechanisms were positively associated with both bullying perpetration and victimization. Furthermore, moral disengagement mechanisms evidenced their predictive utility for Spanish and Colombian adolescents’ involvement in bullying perpetration, once the effects of gender, age, and bullying victimization were controlled for. After confirming cross-cultural MI, Colombian adolescents generally reported higher levels of moral disengagement mechanisms than their Spanish peers. Conclusions: The findings contribute to the development of a measure of a cognitive risk strategy for bullying behavior. It also provides a valuable exploration of the MDS among Spanish-speaking adolescents and contributes to the scarcely explored field of cross-cultural differences in justification of transgressive behavior. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Research Interests:
Objective: Individual risks factors of peer victimization have been widely identified in children and adolescents. However, little is known about how the classroom context may increase or decrease the frequency of victimization. The... more
Objective: Individual risks factors of peer victimization have been widely identified in children and adolescents. However, little is known about how the classroom context may increase or decrease the frequency of victimization. The present short-term prospective longitudinal study used a a person-by-environment approach to examine whether peer perception and social anxiety, along with class social adjustment levels as a moderator, affect the likelihood of peer victimization over time. Method: These effects were modelled using a representative sample of 2,512 Andalusian (Southern Spain) (52% girls) aged 10 to 16 years old (M = 12.81; SD = 1.69 at Wave 1). Classroom social adjustment was assessed by within-classroom standard deviation in social adjustment. Results: Multilevel modeling indicated a negative relationship between peer perception at W1 and peer victimization at W2, as well as a positive association with social anxiety at W1, after controlling for gender, age and victimization at W1. The direct association between peer perception and peer victimization was intensified by class social adjustment. Conclusions: The results provide a more nuanced understanding of the influence of cognitive, emotional, and social variables when trying to address vulnerability to victimization.
Research Interests:
Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been... more
Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 Mage = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evid...
Research Interests:
Recientes estudios sugieren que el aumento del uso de las TIC y en especial de redes sociales parece estar relacionado con un mayor riesgo de exposición a fenómenos de intimidación en el ciberespacio. El ciber-rumor y el cybergossip son... more
Recientes estudios sugieren que el aumento del uso de las TIC y en especial de redes sociales parece estar relacionado con un mayor riesgo de exposición a fenómenos de intimidación en el ciberespacio. El ciber-rumor y el cybergossip son algunos de estos riesgos de gran relevancia en el estudio de la ciberconducta, pues modulan los procesos emocionales y actitudinales que pueden afectar negativamente al bienestar psicológico, así como al contexto social inmediato. Este documento presenta una revisión y reflexión general sobre el avance en el cuerpo teórico del cybergossip, delimita el constructo en comparación con el ciber-rumor y el cyberbullying, presenta un estudio realizado en Colombia desde una perspectiva cross-cultural y ofrece posibles líneas de trabajo futuras desde las ciencias sociales computacionales. Las conclusiones son útiles para los diversos estudios que abordan el estudio de la ciberconducta, particularmente desde la multidisciplinariedad y las ciencias sociales com...
Research Interests:
School bullying is one of the main problems affecting the quality of peer relationships in schools and in general the coexistence. At European level, there are scientific findings that indicate its nature, char- acteristics and factors... more
School bullying is one of the main problems affecting the quality of peer relationships in schools and in general the coexistence. At European level, there are scientific findings that indicate its nature, char- acteristics and factors related to its involvement. However, in poor and developing countries, where the problem is more serious, there is a high degree of awareness on this matter. The present study aimed to identify what factors may be influencing the occurrence of bullying in a representative sample of primary schools in the Nicaraguan capital. For this propose, 3042 students from Managua and its metropolitan area were explored with instruments comparable to those used in Europe. A multinomial logistic regression analysis indicated that being a boy, to show antisocial behaviors and attitudes and contact with drugs were the three factors most related with the role of aggressor, as well as negative relationships had a significant influence on involvement in this phenomenon,...
Research Interests:
Research Interests:
Objectives(1) To examine the psychometric properties of the Basic Empathy Scale (BES) with Spanish adolescents, comparing a two and a three-dimensional structure;(2) To analyse the relationship between the three-dimensional empathy and... more
Objectives(1) To examine the psychometric properties of the Basic Empathy Scale (BES) with Spanish adolescents, comparing a two and a three-dimensional structure;(2) To analyse the relationship between the three-dimensional empathy and social and normative adjustment in school.DesignTransversal and ex post facto retrospective study. Confirmatory factorial analysis, multifactorial invariance analysis and structural equations models were used.Participants747 students (51.3% girls) from Cordoba, Spain, aged 12–17 years (M=13.8; SD=1.21).ResultsThe original two-dimensional structure was confirmed (cognitive empathy, affective empathy), but a three-dimensional structure showed better psychometric properties, highlighting the good fit found in confirmatory factorial analysis and adequate internal consistent valued, measured with Cronbach’s alpha and McDonald’s omega. Composite reliability and average variance extracted showed better indices for a three-factor model. The research also show...
Research Interests:
Research Interests: Information Systems, Psychology, Cognitive Science, Computer Science, Cyberpsychology, and 15 moreColombia, Bullying, Cyberbullying, Adolescent, Medicine, Humans, Child, Female, Male, Crime Victims, Cyberbullying in Schools, Cross Sectional Studies, Internet, Ciber bullying Acoso, and Surveys and Questionnaires
Research Interests:
Research Interests:
The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in... more
The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric te...
Research Interests: Education, Cyberbullying, Research, Adolescent, Educación, and 15 moreSocial Competence, Popularity, Adolescence, Investigación, Adolescentes, Conductas De Riesgo, Adolescencia, Risk behaviors, Contextos Educativos, Relaciones sociales, Educational context, Contexto educativo, popularidad, comunicar, and Competencia social
Research Interests:
The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social... more
The first objective of this study was to adapt and test the psychometric properties of the Social Achievement Goal Scale (Ryan & Shim, 2006) in Spanish adolescent students. The second objective sought to analyse the influence of social goals, normative adjustment and self-perception of social efficacy on social adjustment among peers. A total of 492 adolescents (54.1% females) attending secondary school (12-17 years; M = 13.8, SD = 1.16) participated in the study. Confirmatory factor analysis and structural equation modelling were performed. The validation confirmed the three-factor structure of the original scale: social development goals, social demonstration-approach goals and social demonstration-avoidance goals. The structural equation model indicated that social development goals and normative adjustment have a direct bearing on social adjustment, whereas the social demonstration-approach goals (popularity) and self-perception of social efficacy with peers and teachers exert a...
Research Interests:
Research Interests:
Research Interests:
The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent... more
The present research has two aims. The first is to create a typology of parenting style, and the second is to explore the relationship between mother´s and father´s parenting styles and the coherence between both, and adolescent adjustment, assessment with a bullying, resilience and attachment scale. It has been used an incidental sample of 626 high school students (49.7% girls) from Córdoba, that completed the Scale to assessment maternal and paternal parenting style in adolescence, the European Bullying Intervention Project Questionnaire, the attachment scale CaMir-R and the short version of the Connor-Davidson Resilience Scale. The results show four parenting styles, that is the same for mothers and fathers (“supervisor democratic”, “controlling democratic”, “democratic of little disclosure” and “moderately”) and one parenting style only for mothers (“permissive”) and other, only for fathers (“indifferent”). It was found statistically significant differences in all measures of ad...
Research Interests:
ABSTRACT This study analyzes children’s perceptions of bullying and its emotional effects on primary education students. A total of 276 students between the ages of six and 11 years (M = 8.53, SD = 1.62) from two public schools in... more
ABSTRACT This study analyzes children’s perceptions of bullying and its emotional effects on primary education students. A total of 276 students between the ages of six and 11 years (M = 8.53, SD = 1.62) from two public schools in Castilla-La Mancha were invited to express themselves by creating drawings of the bullying phenomenon. The results were analyzed based on descriptive statistics and interjudge analyses on categories and criteria that were present in the drawings. The results show that the cognitive representation of bullying among peers that the students display in their drawings fits the definition of bullying itself, in its basic characteristics and role distribution. The representations point out the phenomenon’s dyadic structure, basically made up of the same gender; with more males than females recognized as those involved. Sadness and generally negative emotions were identified in the victims. A moral disengagement was found in the aggressors. The results are discussed in relation to existing knowledge on the phenomenon that was obtained through psychometric procedures based on self-reports.
Research Interests:
Research Interests:
Research Interests: Social Psychology, Social Interaction, Social Exclusion, Social Inclusion, Comparative Education, and 11 moreInterpersonal Relationship, Interviews, Social Development, Social Context, Education Systems, Learning Activities, Cognitive processes, Rating Scale, Rating Scales, Routledge, and Contextual Information
... 12251233. Educar la convivencia para prevenir la violencia / Rosario Ortega Ruiz, coordinadora (2000). ... Archiv, OAI Repositorio (Sistema LIBRUM), SERBIULA - Universidad de Los Andes, Venezuela (Venezuela). Keywords, Disciplina... more
... 12251233. Educar la convivencia para prevenir la violencia / Rosario Ortega Ruiz, coordinadora (2000). ... Archiv, OAI Repositorio (Sistema LIBRUM), SERBIULA - Universidad de Los Andes, Venezuela (Venezuela). Keywords, Disciplina escolar, Violencia escolar. ...
There is a large body of scientific knowledge about school violence and bullying in Europe and some other regions of the so-called developed world. However, improvement is scarce in poor and developing regions, as in the case of Latin... more
There is a large body of scientific knowledge about school violence and bullying in Europe and some other regions of the so-called developed world. However, improvement is scarce in poor and developing regions, as in the case of Latin America and, in particular, Nicaragua. The goal of this work was to determine the prevalence of the bullying phenomenon in Nicaraguan primary schools, to analyze the eventual relationships between the different forms of violence used by the students and to explore, in relation to these aspects, the similarities and differences between boys and girls. For this purpose, we surveyed 3042 pupils of primary school (50.3% girls) using the "Cuestionario sobre Convivencia, Violencia y Experiencias de Riesgo" (COVER, in English, Questionnaire about Living Together, Violence and Risk Experiences). We found that the level of involvement in bullying is significantly higher than in developed countries, that boys are more involved than girls in verbal, phy...
Research Interests: Psychology, Poverty, Bullying, Adolescent, Medicine, and 9 moreHumans, Child, Nicaragua, Female, Male, Young Adult, Prevalence, Sex Factors, and Psicothema
Cybergossip is the act of two or more people making evaluative comments via digital devices about somebody who is not present. This cyberbehavior affects the social group in which it occurs and can either promote or hinder peer... more
Cybergossip is the act of two or more people making evaluative comments via digital devices about somebody who is not present. This cyberbehavior affects the social group in which it occurs and can either promote or hinder peer relationships. Scientific studies that assess the nature of this emerging and interactive behavior in the virtual world are limited. Some research on traditional gossip has identified it as an inherent and defining element of indirect relational aggression. This paper adopts and argues for a wider definition of gossip that includes positive comments and motivations. This work also suggests that cybergossip has to be measured independently from traditional gossip due to key differences when it occurs through ICT. This paper presents the Colombian and Spanish validation of the Cybergossip Questionnaire for Adolescents (CGQ-A), involving 3,747 high school students (M = 13.98 years old, SD = 1.69; 48.5% male), of which 1,931 were Colombian and 1,816 were Spanish....
Research Interests:
Research Interests: Psychology and Poverty
En: Aula de infantil Barcelona 2006, n. 32, julio-agosto; p. 42-46 Se habla de la agresividad injustificada en la etapa de educación infantil como concepto diferente de la agresión que se puede identificar en edades posteriores. La... more
En: Aula de infantil Barcelona 2006, n. 32, julio-agosto; p. 42-46 Se habla de la agresividad injustificada en la etapa de educación infantil como concepto diferente de la agresión que se puede identificar en edades posteriores. La agresividad injustificada se produce cuando un niño o grupo de niños insultan, golpean, excluyen socialmente o amenazan a otros sin motivo. La escuela es un contexto de socialización privilegiado y de los más influyentes en el curso del desarrollo humano. Por ello, la agresividad injustificada debe ser tomada muy en serio y desarrollar prácticas educativas dirigidas a su prevención y tratamiento desde los primeros años de escolarización, p. 46
Research Interests:
Research Interests:
La calidad de las relaciones interpersonales en la infancia y la transición hacia la adolescencia resultan de particular relevancia para la calidad de la convivencia escolar. Dicha calidad parece depender en gran parte de la competencia... more
La calidad de las relaciones interpersonales en la infancia y la transición hacia la adolescencia resultan de particular relevancia para la calidad de la convivencia escolar. Dicha calidad parece depender en gran parte de la competencia social de los escolares y particularmente de su participación en fenómenos de riesgo de violencia, como es el acoso escolar. Los objetivos de esta investigación fueron describir el nivel de competencia social y de implicación en bullying y las diferencias en función del sexo y la edad en una amplia muestra representativa de escolares de Andalucía en el periodo de edad entre los 10 y los 16 años, así como observar el efecto moderador del sexo y la edad en la relación entre competencia social, medida en sus diversas dimensiones, y la implicación en conductas de agresión y victimización en bullying. Participaron 2,572 escolares (667 de Educación Primaria y 1905 de Educación Secundaria) (50% chicas; Medad = 12.81 años; DT = 1.9). Se utilizaron instrument...
Abstract Adolescents' involvement in cyberbullying has been a growing public health concern for some time. Cybervictimization and cyberaggression are two phenomena that previous research has often shown to be associated. However,... more
Abstract Adolescents' involvement in cyberbullying has been a growing public health concern for some time. Cybervictimization and cyberaggression are two phenomena that previous research has often shown to be associated. However, longitudinal research into these associations and also into potential risk factors for these phenomena is less common. Anger rumination is a proven risk factor for aggressive behavior, but the relationship between anger rumination and victimization is not clear. The present longitudinal study investigated the associations between cybervictimization, anger rumination and cyberbullying in a sample of 3017 adolescents (M W1 = 13.15; SD = 1.09; 49% girls) from 7th to 9th grade. The European Cyberbullying Intervention Project Questionnaire and the Anger Rumination Scale were administered in four waves with 6 months intervals over a total period of 18 months. The associations between the variables were analyzed with a cross‐lagged model. We found that: cybervictimization predicted anger rumination and cyberaggression; anger rumination was associated with later increases in both cybervictimization and cyberaggression: but involvement in cyberaggression predicted neither subsequent involvement in cybervictimization, nor in anger rumination. In addition, cybervictimization was found to mediate the association between anger rumination and cyberaggression. This study expands the understanding of the factors associated with cybervictimization and cyberaggression, and its results indicate that intervention programs should focus on boosting self‐control to decrease impulsive behavior and protocols to prevent and intervene in cyberbullying.
Research Interests:
Research Interests:
ABSTRACT En: Padres y madres de alumnos alumnas Madrid 2006, n. 85, enero-febrero ; p. 13-15 En la escuela, ya desde la estapa de Educación Infantil, los niños y las niñas aprenden a relacionarse con los demás y a vivir en sociedad, lo... more
ABSTRACT En: Padres y madres de alumnos alumnas Madrid 2006, n. 85, enero-febrero ; p. 13-15 En la escuela, ya desde la estapa de Educación Infantil, los niños y las niñas aprenden a relacionarse con los demás y a vivir en sociedad, lo que convierte a esta institución en un ámbito natural para prevenir la violencia. Se considera que mediante prácticas educativas que fomenten las experiencias entre iguales y las relaciones interpersonales en el aula se pueden poner las bases para la convivencia, la inclusión social y el desarrollo personal de todos los individuos
Este estudio explora las diferencias en la conceptualizacion de la competencia social segun la medida utilizada. Para ello, se analizan las relaciones de influencia de las variables de la cognicion social en el desarrollo de la... more
Este estudio explora las diferencias en la conceptualizacion de la competencia social segun la medida utilizada. Para ello, se analizan las relaciones de influencia de las variables de la cognicion social en el desarrollo de la competencia social mediante dos escalas diferentes. Los participantes incluyeron 425 estudiantes (49% ninas) con edades comprendidas entre 10 y 13 anos (M = 10,94, DE = 0,78). Se realizaron analisis factorial confirmatorio y modelos de ecuaciones estructurales. Los resultados mostraron optimas propiedades psicometricas para la adaptacion espanola de la Escala de Competencia Social (SCS) y la Escala de Competencia Social Percibida II (PSCS-II). El desarrollo y los objetivos de percepcion de los pares y la popularidad y los objetivos de apoyo de los pares tuvieron un efecto directo sobre el PSCS-II y el SCS, respectivamente.
Research Interests:
espanolResumen: Los objetivos de esta investigacion son identificar la produccion bibliografica referida al estudio del bullying y cyberbullying en Latinoamerica y reconocer los valores y rangos de prevalencia global de los fenomenos en... more
espanolResumen: Los objetivos de esta investigacion son identificar la produccion bibliografica referida al estudio del bullying y cyberbullying en Latinoamerica y reconocer los valores y rangos de prevalencia global de los fenomenos en los paises de esta region. Para ello se analizaron 234 articulos, los resultados indican que predominan los que abordan el bullying y son escasos los que tratan el cyberbullying; la mayoria son de prevalencia, pocos presentan la creacion/validacion de instrumentos de medida y la evaluacion de intervenciones; numerosos estudios reportan prevalencias de bullying entre 20 y 30, (29.31% de media por datos agrupados); mientras que para cyberbullying se reconocen valores entre 2.5 y 42.5%. Los estudios son coherentes con las tendencias de investigacion a nivel mundial. Existe un bajo impacto de las publicaciones y un escaso aporte al cuerpo teorico de los fenomenos. Las prevalencias son cercanas a las reportadas para Europa y Estados Unidos sugiriendo una reduccion en la brecha tecnologica entre Latinoamerica y los paises desarrollados. EnglishAbstract: The objectives of this research are to identify the bibliographic production that refers to the study of bullying and cyberbullying in Latin America, and to recognize the values and ranges of the overall prevalence of the phenomena in the region. An analysis of 234 articles indicates that bullying is predominant and that few articles address cyberbullying; most involve prevalence, few present the creation/validation of measuring instruments and the evaluation de interventions; numerous studies report the prevalence of bullying between 20% and 30% (29.31% average for grouped data); while cyberbullying is recognized to have values between 2.5% and 42.5%. The studies are coherent with the tendencies of international research. The publications have low impact and make little contribution to the theoretical study of the phenomena. The prevalence, which is close to that reported for Europe and the United States, suggests a reduction in the technological gap between Latin America and industrialized nations.
Research Interests:
Las primeras relaciones de pareja suelen surgir dentro del grupo de iguales, por lo que las competencias que los y las adolescentes aprendan en este contexto serviran de base para que sus relaciones sentimentales sean de mejor calidad. No... more
Las primeras relaciones de pareja suelen surgir dentro del grupo de iguales, por lo que las competencias que los y las adolescentes aprendan en este contexto serviran de base para que sus relaciones sentimentales sean de mejor calidad. No obstante, pese a que las amistades y las relaciones de pareja comparten caracteristicas como el apoyo, el companerismo y la intimidad, en este nuevo contexto de interaccion, los y las adolescentes deberan aprender y desarrollar una competencia social adaptada a las caracteristicas de la nueva relacion interpersonal. Sin embargo, aun es escasa la literatura y las propuestas de intervencion que se han dirigido al analisis y fomento de la competencia social en los y las adolescentes, no como factor protector de situaciones de riesgo en las relaciones interpersonales, sino como precursora de relaciones sentimentales de calidad y como variable para el crecimiento sano de la relacion. En esta linea se disena la presente propuesta, como un plan de int...
Research Interests:
Research Interests:
El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en... more
El reconocimiento de cierto solapamiento entre el acoso cara a cara (bullying) y el ciberacoso (cyberbullying) puede indicar que variables de cognición social, cuya influencia ha sido reconocida en el bullying, también estén presentes en el acoso cibernético. El objetivo de la investigación fue estudiar el ajuste social de los implicados en cyberbullying y analizar las diferencias en la percepción de la competencia social, la motivación y el apoyo de los iguales, entre víctimas, agresores y agresores victimizados del cyberbullying. Un total de 505 adolescentes (47,3% chicas) con edades comprendidas entre los 12 y 16 años (M=13.95; DT=1.42) participaron en el estudio. Se utilizaron instrumentos para adolescentes validados en español y se analizaron las propiedades psicométricas para la adaptación de la escala de competencia social. Análisis factoriales exploratorios y confirmatorios mostraron índices óptimos de fiabilidad y validez. Se observó una mayor implicación de los ciberagresores victimizados. Las comparaciones entre roles a través de pruebas no paramétricas mostraron en los ciberagresores un mayor apoyo social que el resto de perfiles y altos niveles en metas de popularidad. Las cibervíctimas destacaron por su alta percepción de competencia social. Los ciberagresores victimizados mostraron altos niveles de metas de popularidad y baja aceptación social. Los resultados obtenidos permiten concluir que la forma en que el grupo de iguales gestiona su vida emocional y social puede estar explicando la situación de cyberbullying entre los adolescentes.
Research Interests:
The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate that variables of social cognition, whose influence has been identified in bullying, also are present in... more
The recognition of some overlap between face to face harassment (bullying) and via digital harassment (cyberbullying) could indicate
that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim
of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the
perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A
number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated
instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence
were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying
victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies
had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of
social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support
the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of
cyberbullying among teenagers.
that variables of social cognition, whose influence has been identified in bullying, also are present in cyberbullying. The aim
of this research was to determine the social adjustment of roles involved in cyberbullying and to analyze the differences in the
perception of social competence, social goals and peer support, between victims, aggressors and bully-victims of cyberbullying. A
number of 505 teenagers (47.3% girls) between 12 and 16 years old (M=13.95, SD=1.42) participated in the study. Validated
instruments for Spanish teenagers were used and psychometric properties for the adaptation of the scale of social competence
were analyzed. Exploratory and confirmatory factor analysis showed optimal scores of reliability and validity. The cyber-bullying
victims showed greater involvement in cyberbullying. Comparisons between roles with nonparametric tests showed that cyberbullies
had the highest levels of peer support and popularity social goals. Cybervictims were highlighted by a high perception of
social competence. Cyberbully-victims were described by their high popularity goals and low peer acceptance. These results support
the conclusion that the way in which the peer group manages its emotional and social life may be explaining the situation of
cyberbullying among teenagers.