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Dr. Daniel Falla
University of Cordoba (Spain)

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0 Bullying
0 Cyberbullying
0 Disabilities
0 social-emotional development
0 Moral disengagement

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Journal article
Published: 01 April 2021 in Comunicar
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Research into risky online behaviour among children and adolescents is on the rise, with more studies being conducted into the factors which can influence this phenomenon, above all in relation to school and family life. In the latter sphere, one relevant factor is the degree of genuine trust children have in their parents when using the Internet. The main objective of this study is to verify the effects of child disclosure about cyberaggression, in addition to the mediating role of problematic Internet use and cybergossip, and the moderating role of gender and age. A total of 866 primary school children (53% girls) between 10 and 13 years old (M=11.21; SD=0.90) were surveyed using self-reporting. The data processing followed a moderated serial mediation model using “Process”. The results revealed the effects of child disclosure about cyberaggression and the mediation of problematic Internet use and cybergossip. Unlike gender, age moderated the effects of the mediation model. The results highlight the need to foster a climate of trust and communication in the family environment to reduce involvement in risky online behaviour, in which children feel understood and supported by their parents, which in turn encourages open communication about Internet use. La investigación sobre ciberconductas de riesgo infantil y juvenil se abre paso con estudios sobre factores que puedan influir en estos fenómenos, entre los que se destacan los relacionados con la convivencia escolar y familiar. En esta última, es relevante el nivel de confianza espontánea del hijo hacia su progenitor en el uso Internet. El objetivo de este trabajo es comprobar el efecto de la revelación filial en la ciberagresión, así como el rol mediador del uso problemático de Internet y el cibercotilleo, y el rol moderador del sexo y la edad. Un total de 866 escolares de primaria (53% chicas) de entre 10 y 13 años (M=11,21; D.T.=0,90) fueron encuestados mediante el uso de autoinformes. El tratamiento de datos siguió un modelo de mediación serial moderada a través de «Process». Los resultados evidenciaron los efectos de la revelación filial sobre la ciberagresión, así como la mediación del uso problemático de Internet y el cibercotilleo. A diferencia del sexo, la edad moderó los efectos del modelo de mediación. Los resultados ponen de manifiesto la necesidad de establecer un clima de confianza y comunicación en el entorno familiar para disminuir la implicación en las ciberconductas de riesgo, donde los menores se sientan comprendidos y apoyados por los progenitores, facilitando la comunicación espontánea sobre el uso de Internet.

ACS Style

Eva M. Romera; Antonio Camacho; Rosario Ortega-Ruiz; Daniel Falla. Cybergossip, cyberaggression, problematic Internet use and family communication. Comunicar 2021, 29, 61 -71.

AMA Style

Eva M. Romera, Antonio Camacho, Rosario Ortega-Ruiz, Daniel Falla. Cybergossip, cyberaggression, problematic Internet use and family communication. Comunicar. 2021; 29 (67):61-71.

Chicago/Turabian Style

Eva M. Romera; Antonio Camacho; Rosario Ortega-Ruiz; Daniel Falla. 2021. "Cybergossip, cyberaggression, problematic Internet use and family communication." Comunicar 29, no. 67: 61-71.

Journal article
Published: 22 March 2021 in Psychosocial Intervention
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Bullying and cyberbullying perpetration can involve cognitive processes of moral disengagement; however, there is no clear evidence about which strategies have the greatest influence on this type of behaviour. The aim of this paper was to examine which dimensions of moral disengagement were associated to bullying (off/online) and to explore the effect of gender and age. A total 1,274 students (48.6% girls, aged 11 to 17 years old) from the south of Spain were surveyed (M = 13.63, SD = 1.31). Multivariate multiple regression analyses showed that age and all moral disengagement mechanisms were associated with both offline and online bullying. Univariate regressions revealed that cognitive restructuring was the most strongly associated with both. The interaction between age and cognitive restructuring was only related to offline bullying. Simple slope analyses showed different effects for younger and older classmates at high levels of cognitive restructuring. Specific moral disengagement strategies have special significance for adolescent bullying and cyberbullying perpetration, with cognitive restructuring in particular promoting bullying perpetration in younger students. The results are discussed in relation to practical implications to prevent bullying and cyberbullying. La agresión en forma de acoso escolar y ciberacoso implica la activación de procesos cognitivos de desconexión moral, aunque no existe una clara evidencia sobre las estrategias que influyen en mayor medida en este tipo de comportamiento. El objetivo fue examinar qué dimensiones de la desconexión moral se asociaban al acoso escolar (cara a cara/virtual) y explorar los efectos que tienen que ver con el sexo y la edad. Participaron un total de 1,274 estudiantes (48.6% chicas, de edades entre los 11 y 17 años) del sur de España (,M, = 13.63, ,DT, = 1.31). Los análisis de regresión múltiple mostraron que la edad y todos los mecanismos de desconexión moral se asociaron con acoso escolar virtual y cara a cara; las regresiones univariadas indican que la restructuración cognitiva ha sido la estrategia más asociada. La interacción entre la edad y la restructuración cognitiva solo se ha relacionado con el acoso cara a cara. Los análisis de pendiente simple mostraron diferentes efectos en los más jóvenes y los más mayores cuando el nivel de restructuración cognitiva era alto. Las estrategias específicas de desconexión moral tienen una gran importancia en los comportamientos de agresión en forma de acoso y ciberacoso en los adolescentes, siendo la restructuración cognitiva la que particularmente potencia la agresión en forma de acoso en los alumnos más jóvenes. Se discuten los resultados en relación a sus implicaciones prácticas para prevenir el acoso y el ciberacoso.

ACS Style

Eva M. Romera; Rosario Ortega-Ruiz; Kevin Runions; Daniel Falla. Moral Disengagement Strategies in Online and Offline Bullying. Psychosocial Intervention 2021, 30, 85 -93.

AMA Style

Eva M. Romera, Rosario Ortega-Ruiz, Kevin Runions, Daniel Falla. Moral Disengagement Strategies in Online and Offline Bullying. Psychosocial Intervention. 2021; 30 (2):85-93.

Chicago/Turabian Style

Eva M. Romera; Rosario Ortega-Ruiz; Kevin Runions; Daniel Falla. 2021. "Moral Disengagement Strategies in Online and Offline Bullying." Psychosocial Intervention 30, no. 2: 85-93.

Journal article
Published: 23 January 2021 in International Journal of Environmental Research and Public Health
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The internet is an area where young people establish relationships and develop socially, emotionally and morally, but it also gives rise to certain forms of online behaviour, such as cybergossip, which are associated with cyberaggression and other risky behaviour. The aims of this study were to verify whether a longitudinal association exists between cybergossip and cyberaggression, and to discover which mechanisms of moral disengagement may mediate this relationship. The final sample consisted of 1392 students (50% girls; Mage = 13.47; SD = 0.77), who were surveyed in a three-wave longitudinal study at six-month intervals. The results obtained confirmed a direct, positive relationship between cybergossip, subsequent cyberaggression and the mediation exerted by cognitive restructuring in this transition. We discuss the importance of recognizing and detecting the fine distinction between online gossip and cyberaggression with the intention of doing harm, and focus on the justifications used by young people to normalize online bullying. To sum up, there is a clear need to encourage ethical, responsible behaviour in online interactions in order to achieve well-balanced, more sustainable relationships in classrooms.

ACS Style

Daniel Falla; Rosario Ortega-Ruiz; Eva Romera. Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study. International Journal of Environmental Research and Public Health 2021, 18, 1000 .

AMA Style

Daniel Falla, Rosario Ortega-Ruiz, Eva Romera. Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study. International Journal of Environmental Research and Public Health. 2021; 18 (3):1000.

Chicago/Turabian Style

Daniel Falla; Rosario Ortega-Ruiz; Eva Romera. 2021. "Mechanisms of Moral Disengagement in the Transition from Cybergossip to Cyberaggression: A Longitudinal Study." International Journal of Environmental Research and Public Health 18, no. 3: 1000.

Review
Published: 05 January 2021 in Sustainability
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Bullying is a serious problem that particularly affects schoolchildren with disabilities. However, studies in this group have been carried out on smaller cohorts and the results obtained are, therefore, less representative and sometimes inconclusive. The purpose of this paper is to perform a systematic review of the work carried out in recent years, including the analysis of several variables related to the sample, the methodology applied and the type of bullying. The guidelines set down by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement were followed in three phases. The total sample consisted of 55 children who fulfilled the inclusion criteria. The results reveal that half the studies were conducted in cohorts of less than 250 schoolchildren and drew no distinctions between the different types of disabilities. Furthermore, there is no consensus regarding the methodology used, and no specialized instruments were used. Hardly any specific interventions have been performed into the type of bullying investigated, in which victimization is the predominant mode. We concluded that there is an urgent need to increase the number of studies, including a larger number of individuals and using specialized instruments, in order to obtain more solid results. Such studies will allow us to create specific prevention and intervention programs to address the bullying of schoolchildren with disabilities.

ACS Style

Daniel Falla; Sergio Sánchez; José Casas. What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability 2021, 13, 416 .

AMA Style

Daniel Falla, Sergio Sánchez, José Casas. What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work. Sustainability. 2021; 13 (1):416.

Chicago/Turabian Style

Daniel Falla; Sergio Sánchez; José Casas. 2021. "What Do We Know about Bullying in Schoolchildren with Disabilities? A Systematic Review of Recent Work." Sustainability 13, no. 1: 416.

Research article
Published: 25 November 2020 in Youth & Society
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Previous studies have shown that there is overlap between victimization and the perpetration of bullying, and social and motivational variables are known to mediate this relationship. However, the effects of different moral disengagement strategies have not been studied, despite the fact that they exert a major influence on aggressive behavior. This hypothesis and the moderating role of gender were tested through a longitudinal study ( N = 2,066) administered in three waves at 6-month intervals. The results indicated that cognitive restructuring influenced the association between victimization and subsequent bullying. In high victimization scores, boys had higher scores in bullying perpetration compared to girls. The conclusion underlines the importance of the role of morals and ethics in peer relations and in the cycle of violence.

ACS Style

Daniel Falla; Rosario Ortega-Ruiz; Kevin Runions; Eva M. Romera. Why do Victims become Perpetrators of Peer Bullying? Moral Disengagement in the Cycle of Violence. Youth & Society 2020, 1 .

AMA Style

Daniel Falla, Rosario Ortega-Ruiz, Kevin Runions, Eva M. Romera. Why do Victims become Perpetrators of Peer Bullying? Moral Disengagement in the Cycle of Violence. Youth & Society. 2020; ():1.

Chicago/Turabian Style

Daniel Falla; Rosario Ortega-Ruiz; Kevin Runions; Eva M. Romera. 2020. "Why do Victims become Perpetrators of Peer Bullying? Moral Disengagement in the Cycle of Violence." Youth & Society , no. : 1.

Original research article
Published: 30 July 2019
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The important role of morality in the transgressive behavior which occurs within peer groups, such as bullying, has often been observed. However, little attention has been paid to this kind of violence in the initial stages of primary education. This study aims to analyze the attribution of moral emotions (self and other) to victims in different bullying types (verbal, physical, relational, and exclusion) and roles (aggressor and victim). An ad hoc questionnaire with supporting stick-figure cartoons was used. In total, 1150 schoolchildren between the ages of 6 and 11 years took part in the study (50.3% girls). The results showed that over 80% of schoolchildren had been involved in any type of aggressive behavior, and that there were significant differences by gender, year, and involvement in self- and other-attributed moral emotions. Aggressors showed less shame in general. In self-attribution situations, there was a greater indifference in aggressors. Victims had less shame and greater indifference in self-attributions for verbal and physical aggression. Girls recognized higher percentages of guilt in victims. The main moral emotion in the first stage was shame. This tendency changed to guilt as the children got older in both situations. Results support the need for the study of moral emotions development of victims and aggressors. How the experience of being involved in bullying biases the moral interpretation toward from the feelings of the victim is discussed.

ACS Style

Eva M. Romera; Rosario Ortega-Ruiz; Sacramento Rodríguez-Barbero; Daniel Falla. How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. 2019, 10, 1753 .

AMA Style

Eva M. Romera, Rosario Ortega-Ruiz, Sacramento Rodríguez-Barbero, Daniel Falla. How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School. . 2019; 10 ():1753.

Chicago/Turabian Style

Eva M. Romera; Rosario Ortega-Ruiz; Sacramento Rodríguez-Barbero; Daniel Falla. 2019. "How Do You Think the Victims of Bullying Feel? A Study of Moral Emotions in Primary School." 10, no. : 1753.

Journal article
Published: 22 May 2019 in Psicología Educativa
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School children with autism spectrum disorder (ASD) present difficulties in the interaction and social communication and cognitive rigidity and execution that make them especially vulnerable to bullying; however, research has been less profuse. The purpose of this paper is to review and consider the most recent studies on ASD and bullying. The method used has endorsed the PRISMA statement. The final sample is made up of 29 articles that reveal that these studies have been carried out with samples of fewer than 450 students with ASD. Likewise, it is pointed out that there are discrepancies in the understanding of bullying and the factors that predict it and that the prevalence of bullying is higher than the one published for normative schoolchildren. The results are discussed in comparison with previous reviews and new challenges are posed for the design of effective psycho-educational intervention programs specific for these students. Los escolares con trastorno del espectro autista (TEA) presentan dificultades en la interacción y comunicación social y rigidez cognitiva y de ejecución que los hace especialmente vulnerables al ,bullying,; sin embargo, la investigación ha sido menos profusa. El propósito del presente trabajo es revisar y considerar los estudios más recientes sobre TEA y acoso escolar. El método utilizado ha seguido las directrices de la declaración PRISMA. La muestra final la conforman 29 artículos que revelan que estos estudios se han realizado con muestras inferiores a 450 escolares con TEA. Asimismo, se señala que existen discrepancias sobre la comprensión que tienen del acoso y los factores que lo predicen, así como que la prevalencia de ,bullying, es superior a la publicada para los escolares normativos. Los resultados se discuten en comparación con revisiones previas y se plantean nuevos retos para el diseño de programas efectivos de intervención psicoeducativa específicos con este alumnado.

ACS Style

Daniel Falla; Rosario Ortega-Ruiz. Los Escolares Diagnosticados con Trastorno del Espectro Autista y Víctimas de Acoso Escolar: una Revisión Sistemática. Psicología Educativa 2019, 25, 77 -90.

AMA Style

Daniel Falla, Rosario Ortega-Ruiz. Los Escolares Diagnosticados con Trastorno del Espectro Autista y Víctimas de Acoso Escolar: una Revisión Sistemática. Psicología Educativa. 2019; 25 (2):77-90.

Chicago/Turabian Style

Daniel Falla; Rosario Ortega-Ruiz. 2019. "Los Escolares Diagnosticados con Trastorno del Espectro Autista y Víctimas de Acoso Escolar: una Revisión Sistemática." Psicología Educativa 25, no. 2: 77-90.

Journal article
Published: 18 October 2015 in Behavioral Interventions
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ACS Style

Daniel Falla; Francisco J. Alós. Contextual Control in Visuospatial Perspective-Taking Skills in Adults with Intellectual Disabilities. Behavioral Interventions 2015, 31, 44 -61.

AMA Style

Daniel Falla, Francisco J. Alós. Contextual Control in Visuospatial Perspective-Taking Skills in Adults with Intellectual Disabilities. Behavioral Interventions. 2015; 31 (1):44-61.

Chicago/Turabian Style

Daniel Falla; Francisco J. Alós. 2015. "Contextual Control in Visuospatial Perspective-Taking Skills in Adults with Intellectual Disabilities." Behavioral Interventions 31, no. 1: 44-61.