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Olga Gómez-Ortiz
Department of Psychology, Facultad de Ciencias de la Educación, University of Córdoba, Avda. San Alberto Magno S/N, 14004 Córdoba, Spain

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Short Biography

Full professor in the Department of Psychology of the University of Córdoba (Spain). Main Researcher of Spanish team of BOOST H2020 project https://www.boostproject.eu/ and PSI2019-111241RA project funded by Spanish Government. The aim of the last project was to examine the feelings of guilt and stress in Spanish parents and their levels of well-being, as well as the factors related to these results and the individual and social impact of the emotional phenomena explored. Other research interests are focused on parenting, social and emotional competence, and peer interpersonal violence (bullying and cyberbullying). To know more visit http://www.olgagomezortiz.es/

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Journal article
Published: 03 August 2021 in International Journal of Environmental Research and Public Health
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This research work had three objectives: (1) to analyze the psychometric properties of the Spanish version of the Work–Family Guilt Scale, (2) to examine its invariance according to gender, and (3) to study the relationship between work–family guilt (WFG) and the different proposed antecedent (e.g., hours spent working, social support, rumination, and personality) or consequential factors (e.g., life satisfaction), noting any gender differences. The incidental sample comprised 225 parents who were in paid work and had at least one child attending nursery school (49.1% women; age of total sample = 36.88 on average). Multiple-group and confirmatory factor analyses, correlations, multiple regression, and moderation analyses were carried out. The WFGS reflected the same factorial structure in men and women, with two main factors: work interfering with family guilt (WIFG) and family interfering with work guilt (FIWG). No gender differences were found. The discrepancy associated with perfectionism was the only variable that was found to be a predictor of FIWG. The major predictors of WIFG were brooding from rumination and the number of hours spent working. WIFG was also associated with lower life satisfaction in women. The implications of these results are discussed, stressing the need to promote work–family reconciliation policies.

ACS Style

Olga Gómez-Ortiz; Andrea Roldán-Barrios. Work–Family Guilt in Spanish Parents: Analysis of the Measurement, Antecedents and Outcomes from a Gender Perspective. International Journal of Environmental Research and Public Health 2021, 18, 8229 .

AMA Style

Olga Gómez-Ortiz, Andrea Roldán-Barrios. Work–Family Guilt in Spanish Parents: Analysis of the Measurement, Antecedents and Outcomes from a Gender Perspective. International Journal of Environmental Research and Public Health. 2021; 18 (15):8229.

Chicago/Turabian Style

Olga Gómez-Ortiz; Andrea Roldán-Barrios. 2021. "Work–Family Guilt in Spanish Parents: Analysis of the Measurement, Antecedents and Outcomes from a Gender Perspective." International Journal of Environmental Research and Public Health 18, no. 15: 8229.

Journal article
Published: 24 December 2019 in Psicología Educativa
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Previous research suggests that peer perception and social goals have an important role in social behavior. However, their influence on social anxiety or their impact on social adjustment during adolescence has not been examined indepth. The aim of this study was to test the relationship of peer perception and social goals with social anxiety and social adjustment. The sample was composed of 848 Spanish adolescents (47.5% women) aged between 12 and 17 years(M = 13.58, SD = 1.247). Structural equation modeling indicated that peer perception and social development goals have a direct effect on social adjustment, whereas a negative peer perception and social demonstration-avoidance goals were linked to social anxiety. These results highlight the importance of encouraging the setting of social development goals and positive perception of peers. La percepción de los iguales y las metas sociales tienen un papel clave en el comportamiento social. No obstante, su influencia en el desarrollo de ansiedad social o su impacto en el ajuste social durante la adolescencia no ha sido examinada con profundidad. El objetivo de este estudio fue explorar la relación de la percepción de los iguales y las metas sociales con la ansiedad y el ajuste social. Los participantes fueron 848 adolescentes españoles (47.5 % chicas) de entre 12 y 17 años (,M, = 13.58, ,DT, = 1.247). Los modelos de ecuaciones estructurales indicaron que la percepción positiva de los iguales y las metas de desarrollo social influyen directamente en el ajuste social, mientras que la percepción negativa y las metas de evitación social se vinculan a la ansiedad social. Esta evidencia destaca la importancia de potenciar el planteamiento de metas de desarrollo social y la percepción positiva de los iguales.

ACS Style

Olga Gómez-Ortiz; Rocío Zea; Rosario Ortega-Ruiz; Eva M. Romera. Percepción y Motivación Social: Elementos Predictores de la Ansiedad y el Ajuste Social en Adolescentes. Psicología Educativa 2019, 26, 49 -55.

AMA Style

Olga Gómez-Ortiz, Rocío Zea, Rosario Ortega-Ruiz, Eva M. Romera. Percepción y Motivación Social: Elementos Predictores de la Ansiedad y el Ajuste Social en Adolescentes. Psicología Educativa. 2019; 26 (1):49-55.

Chicago/Turabian Style

Olga Gómez-Ortiz; Rocío Zea; Rosario Ortega-Ruiz; Eva M. Romera. 2019. "Percepción y Motivación Social: Elementos Predictores de la Ansiedad y el Ajuste Social en Adolescentes." Psicología Educativa 26, no. 1: 49-55.

Article
Published: 12 August 2019 in Child Indicators Research
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Little is known about the relation between parental morality induction, moral functioning in children and children’s involvement in bullying and cyberbullying. This study aimed at advancing knowledge on parenting practices regarding morality induction. The Perceived Parental Moral Disengagement Induction Questionnaire was designed and validated. The relation between the perceived parental moral disengagement induction, bullying and cyberbullying mediated by children’s moral disengagement and moral emotions was explored in this study. The survey was answered by 1483 Primary and Secondary Education students enrolled in eight different schools. High perceived parental moral disengagement induction, children’s high moral disengagement and low moral emotions were related to high involvement in bullying and cyberbullying. Parenting practices regarding morality predicted moral functioning in children which in turn predicted bullying and cyberbullying. Thus, bullying and cyberbullying could possibly be decreased by enhancing morality in children and promoting desirable morality-related parenting practice.

ACS Style

Izabela Zych; Olga Gómez-Ortiz; Lidia Fernández Touceda; Elena Nasaescu; Vicente J. Llorent. Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire. Child Indicators Research 2019, 13, 1065 -1083.

AMA Style

Izabela Zych, Olga Gómez-Ortiz, Lidia Fernández Touceda, Elena Nasaescu, Vicente J. Llorent. Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire. Child Indicators Research. 2019; 13 (3):1065-1083.

Chicago/Turabian Style

Izabela Zych; Olga Gómez-Ortiz; Lidia Fernández Touceda; Elena Nasaescu; Vicente J. Llorent. 2019. "Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire." Child Indicators Research 13, no. 3: 1065-1083.

Journal article
Published: 30 April 2019 in International Journal of Clinical and Health Psychology
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According to existing evidence, parental educational practices and social anxiety are to some degree connected. However, the possibility that this relationship is an indirect one and is mediated by individual factors such as self-esteem or emotional regulation has not yet been explored. The aim of this study was therefore to explore the relationship between maternal and paternal educational practices and social anxiety, and test both the direct and the indirect pathways. Method: The representative sample consisted of 2,060 Andalusian students (47.7% girls, Mage = 14.34) who filled in various self-reports. Results: The structural equation models confirmed that a direct relationship, with a low effect size, exists between parental educational practices and social anxiety and that there is also an indirect relationship, mediated by negative self-esteem and emotional suppression (the emotional regulation strategy), which accounted here for 49.1% of the variance in social anxiety. Conclusions: Parental education practices seem to act as a family asset which either promotes or hinders the development of basic attitudes and competencies such as self-esteem or emotional regulation and, by doing this, either encourages or prevents the emergence of problems such as social anxiety. La evidencia previa ha demostrado una modesta relación entre las prácticas educativas parentales y la ansiedad social. No se ha explorado, sin embargo, la posibilidad de que dicha relación sea indirecta y se encuentre mediada por factores individuales como la autoestima o la regulación emocional. Consecuentemente, el objetivo de este estudio ha sido conocer la relación entre las prácticas educativas maternas y paternas y la ansiedad social, testando tanto la vía directa, como la indirecta. Método: La muestra representativa estuvo compuesta por 2.060 estudiantes andaluces (47,7% chicas; Medad = 14,34) que completaron distintos autoinformes. Resultados: Los modelos de ecuaciones estructurales confirmaron una relación directa entre las prácticas educativas parentales y la ansiedad social con un bajo tamaño del efecto y también una relación indirecta mediada por la autoestima negativa y la estrategia de regulación emocional, supresión emocional, que consiguió explicar hasta un 49,1% de la varianza de la ansiedad social. Conclusiones: Las prácticas educativas parentales parecen actuar como un activo familiar que promueve o dificulta el desarrollo de actitudes y competencias fundamentales como son la autoestima o la regulación emocional y, a través de ellas, favorece o previene la aparición de problemas como la ansiedad social.

ACS Style

Olga Gómez-Ortiz; Eva María Romera-Félix; Rocío Jiménez-Castillejo; Rosario Ortega-Ruiz; Luis Joaquín García-López. Parenting practices and adolescent social anxiety: A direct or indirect relationship? International Journal of Clinical and Health Psychology 2019, 19, 124 -133.

AMA Style

Olga Gómez-Ortiz, Eva María Romera-Félix, Rocío Jiménez-Castillejo, Rosario Ortega-Ruiz, Luis Joaquín García-López. Parenting practices and adolescent social anxiety: A direct or indirect relationship? International Journal of Clinical and Health Psychology. 2019; 19 (2):124-133.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva María Romera-Félix; Rocío Jiménez-Castillejo; Rosario Ortega-Ruiz; Luis Joaquín García-López. 2019. "Parenting practices and adolescent social anxiety: A direct or indirect relationship?" International Journal of Clinical and Health Psychology 19, no. 2: 124-133.

Journal article
Published: 15 January 2019 in Social Sciences
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The influence of the family in children’s involvement in bullying and cyberbullying has been well documented. However, previous research into this relationship seems to have overlooked recent social changes, which have affected the family context. The aim of this study is to put forward a categorization of the current educational management of Spanish parents and examine how this is linked to their children’s involvement in bullying and cyberbullying. To achieve this, 2060 schoolchildren from the South of Spain (47.9% girls with mean age = 14.34) answered four questionnaires including the Scale for the Assessment of the Parenting Styles of Adolescents’ Mothers and Fathers, the Discipline Dimensions Inventory, the European Bullying Intervention Project Questionnaire, and the European Cyberbullying Intervention Project Questionnaire. The Cluster Analysis results revealed a typology containing six styles: permissive, authoritarian, strict, normative democratic, indulgent democratic, and punitive democratic. Lower levels of victimization and aggression in bullying and cyberbullying were found to be linked to the indulgent democratic or normative democratic styles and higher levels to the authoritarian and strict styles. The value of parents’ educational practices and how they are combined in general styles, since these are elements that can predispose or prevent adolescent’s involvement in bullying and cyberbullying, is discussed.

ACS Style

Olga Gómez-Ortiz; Carmen Apolinario; Eva M. Romera; Rosario Ortega-Ruiz. The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents. Social Sciences 2019, 8, 25 .

AMA Style

Olga Gómez-Ortiz, Carmen Apolinario, Eva M. Romera, Rosario Ortega-Ruiz. The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents. Social Sciences. 2019; 8 (1):25.

Chicago/Turabian Style

Olga Gómez-Ortiz; Carmen Apolinario; Eva M. Romera; Rosario Ortega-Ruiz. 2019. "The Role of Family in Bullying and Cyberbullying Involvement: Examining a New Typology of Parental Education Management Based on Adolescents’ View of Their Parents." Social Sciences 8, no. 1: 25.

Comparative study
Published: 27 November 2018 in International Journal of Environmental Research and Public Health
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Literature points out the role of parenting on adolescent cyberbullying involvement. However, it is necessary to clarify how gender affects this relationship. The aim of this study has been to examine the relation between the adolescents’ perception about parenting practices, and their involvement in cyberbullying, bearing in mind both girls’ and boys’ gender and progenitors’ gender. The sample comprised 2060 Spanish secondary school students (47.9% girls; Mage = 14.34). Two-way ANOVA and binary logistic regression analyses were carried out. An effect of the interaction between sex and cyberbullying roles in maternal affection and communication, inductive discipline, and psychological control, as well as paternal promotion of autonomy and psychological control, was found. In general, it can be observed that the more negative results were found in cyber-aggressors, especially when this role is assumed by girls. The results of logistic regression analysis suggest that parenting practices explain better cyberbullying involvement in girls compared to boys, finding some important differences between both sexes regarding protective and risk factors. These findings highlight the importance of parenting practices to explain cyberbullying involvement, which supports the necessity of including family among the addresses of intervention programs.

ACS Style

Olga Gómez-Ortiz; Eva M. Romera; Rosario Ortega-Ruiz; Rosario Del Rey. Parenting Practices as Risk or Preventive Factors for Adolescent Involvement in Cyberbullying: Contribution of Children and Parent Gender. International Journal of Environmental Research and Public Health 2018, 15, 2664 .

AMA Style

Olga Gómez-Ortiz, Eva M. Romera, Rosario Ortega-Ruiz, Rosario Del Rey. Parenting Practices as Risk or Preventive Factors for Adolescent Involvement in Cyberbullying: Contribution of Children and Parent Gender. International Journal of Environmental Research and Public Health. 2018; 15 (12):2664.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva M. Romera; Rosario Ortega-Ruiz; Rosario Del Rey. 2018. "Parenting Practices as Risk or Preventive Factors for Adolescent Involvement in Cyberbullying: Contribution of Children and Parent Gender." International Journal of Environmental Research and Public Health 15, no. 12: 2664.

Review
Published: 12 July 2018 in Aggression and Violent Behavior
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Developmental psychology has paid special research attention to explain how certain moral-nature factors influence behavior. Most research on morality and bullying has focused on studying moral disengagement as a risk factor for peer aggression. However, neuroscience has revealed that morality is a complex phenomenon composed of several factors. Thus, it requires the usage of holistic explanatory models that study the complexity of the moral functioning. The purpose of this review is to explore —from an integrative perspective— the moral elements that influence the transgressive behavior that damages other people, and its relation to bullying, a clear example of unjustified and immoral aggressiveness. This article reviews the state-of-the-art of morality including moral sensitivity, reasoning, emotion, motivation and identity, and group norms, analyzing its protective role against bullying. The need for a comprehensive theoretical approach to morality understood as a complex construct is discussed, starting from the articulated analysis of all its dimensions. This work advances knowledge useful for the design of educational interventions aimed to prevent bullying, to stimulate the socially desirable and prosocial behavior, as well as to improve peer relationships.

ACS Style

E.M. Romera; J.A. Casas; O. Gómez-Ortiz; R. Ortega-Ruiz. Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior 2018, 45, 75 -82.

AMA Style

E.M. Romera, J.A. Casas, O. Gómez-Ortiz, R. Ortega-Ruiz. Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality. Aggression and Violent Behavior. 2018; 45 ():75-82.

Chicago/Turabian Style

E.M. Romera; J.A. Casas; O. Gómez-Ortiz; R. Ortega-Ruiz. 2018. "Moral domain as a risk and protective factor against bullying. An integrating perspective review on the complexity of morality." Aggression and Violent Behavior 45, no. : 75-82.

Book chapter
Published: 01 January 2018 in Advances in Early Childhood and K-12 Education
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This chapter presents how interaction with the social world stimulates the learning ability in the early years. There are two types of social relationships that affect the development of the individual in childhood: adult-child relationships and peers. Both social systems give rise to different vital experiences that will influence their social development. During the first years of age, the adults who surround, care for, and provide support help acquire a fundamental role in the social development of the child. Attachment between the child and family, parental educational styles, and family discipline become basic elements of analysis. Peer relationships are transformed with the entrance to preschool. The school environment is the second stage of life in common. This chapter analyzes the learning process of children and the influence of the most important developmental contexts such as family, peers, and teachers in this process.

ACS Style

Eva María Romera-Félix; Olga Gómez-Ortiz; Carmen Viejo; Rosario Ortega-Ruiz. Learning and Teaching in Early Education. Advances in Early Childhood and K-12 Education 2018, 16 -32.

AMA Style

Eva María Romera-Félix, Olga Gómez-Ortiz, Carmen Viejo, Rosario Ortega-Ruiz. Learning and Teaching in Early Education. Advances in Early Childhood and K-12 Education. 2018; ():16-32.

Chicago/Turabian Style

Eva María Romera-Félix; Olga Gómez-Ortiz; Carmen Viejo; Rosario Ortega-Ruiz. 2018. "Learning and Teaching in Early Education." Advances in Early Childhood and K-12 Education , no. : 16-32.

Article
Published: 13 November 2017 in Child Indicators Research
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This study explores the levels and psychosocial consequences of social anxiety in adolescents to determine the predictive value of social anxiety in these effects. A total of 2.060 secondary school students (47.9% girls; mean age: 14.34) completed five scales to measure social anxiety, self-esteem, emotion regulation, and peer victimization (off and online). Three groups of youth with social anxiety along a continuum ranging from very low to higher degrees of the disorder were stablished. Differences were found among the groups regarding self-esteem, use of the cognitive reappraisal strategy, and peer and online victimization, with students suffering from higher levels of social anxiety showing the most negative effects. The predictive value of anxiety on these effects ranged from 9% to 33.5%. The results are discussed regarding the impact of social anxiety on well-being versus social discomfort and the need for interventions depending on the degree of this condition.

ACS Style

Olga Gómez-Ortiz; Rosa Roldán; Rosario Ortega-Ruiz; Luis-Joaquín García-López. Social Anxiety and Psychosocial Adjustment in Adolescents: Relation with Peer Victimization, Self-Esteem and Emotion Regulation. Child Indicators Research 2017, 11, 1719 -1736.

AMA Style

Olga Gómez-Ortiz, Rosa Roldán, Rosario Ortega-Ruiz, Luis-Joaquín García-López. Social Anxiety and Psychosocial Adjustment in Adolescents: Relation with Peer Victimization, Self-Esteem and Emotion Regulation. Child Indicators Research. 2017; 11 (6):1719-1736.

Chicago/Turabian Style

Olga Gómez-Ortiz; Rosa Roldán; Rosario Ortega-Ruiz; Luis-Joaquín García-López. 2017. "Social Anxiety and Psychosocial Adjustment in Adolescents: Relation with Peer Victimization, Self-Esteem and Emotion Regulation." Child Indicators Research 11, no. 6: 1719-1736.

Mental health
Published: 25 September 2017 in BMJ Open
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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 showed evidence of measurement invariance across gender. All the factors of the final three-dimensional BES model were direct and significantly associated with social and normative adjustment, being most strongly related to cognitive empathy.ConclusionsThis research supports the advances in neuroscience, developmental psychology and psychopathology through a three-dimensional version of the BES, which represents an improvement in the original two-factorial model. The organisation of empathy in three factors benefits the understanding of social and normative adjustment in adolescents, in which emotional disengagement favours adjusted peer relationships. Psychoeducational interventions aimed at improving the quality of social life in schools should target these components of empathy.

ACS Style

Mauricio Herrera-López; Olga Gómez-Ortiz; Rosario Ortega-Ruiz; Darrick Jolliffe; Eva María Romera-Félix. Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study. BMJ Open 2017, 7, e015347 .

AMA Style

Mauricio Herrera-López, Olga Gómez-Ortiz, Rosario Ortega-Ruiz, Darrick Jolliffe, Eva María Romera-Félix. Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study. BMJ Open. 2017; 7 (9):e015347.

Chicago/Turabian Style

Mauricio Herrera-López; Olga Gómez-Ortiz; Rosario Ortega-Ruiz; Darrick Jolliffe; Eva María Romera-Félix. 2017. "Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study." BMJ Open 7, no. 9: e015347.

Research article
Published: 18 August 2017 in Journal of Cross-Cultural Psychology
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International research on the risk and protective factors of cyberbullying focus on individual personality variables and the use of technological devices. However, it is necessary to examine in greater depth the interpersonal context as a factor that may influence cyberbullying and the possible differences between cultures. The objective of this article was to analyze the relationship of influence of two interpersonal variables, multidimensional social competence and social motivation, on cyberaggression and cybervictimization through a cultural study of Spain and Colombia, which will permit generalizing the influence of interpersonal variables on cyberbullying in different cultural settings. The sample consisted of 3,830 secondary school students (50.4% Colombian and 49.6% Spanish). Self-reporting measurement instruments validated with different European samples were used. Confirmatory factor analysis (CFA) and structural equation modeling (SEM) were performed. A model of mutual influence revealing the inverse relationship of normative adjustment and the direct relationship of popularity goals in cyberaggression was obtained. Cybervictimization was explained by the direct influence of prosocial behaviors and avoidance goals and the inverse influence of perceived social efficacy, development goals, and social and normative adjustment. As conclusion, this study demonstrates the homogeneity of the Colombian and Spanish models and the important role that the face-to-face context plays in cyberbullying involvement. This article highlights and supports the design of cyberbullying prevention programs, which requires the inclusion of multidimensional social competence and social goals.

ACS Style

Eva M. Romera; Mauricio Herrera-López; José A. Casas; Rosario Ortega-Ruiz; Olga Gómez-Ortiz. Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents. Journal of Cross-Cultural Psychology 2017, 48, 1183 -1197.

AMA Style

Eva M. Romera, Mauricio Herrera-López, José A. Casas, Rosario Ortega-Ruiz, Olga Gómez-Ortiz. Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents. Journal of Cross-Cultural Psychology. 2017; 48 (8):1183-1197.

Chicago/Turabian Style

Eva M. Romera; Mauricio Herrera-López; José A. Casas; Rosario Ortega-Ruiz; Olga Gómez-Ortiz. 2017. "Multidimensional Social Competence, Motivation, and Cyberbullying: A Cultural Approach With Colombian and Spanish Adolescents." Journal of Cross-Cultural Psychology 48, no. 8: 1183-1197.

Journal article
Published: 03 August 2017 in Pensamiento Psicológico
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Resumen Objetivo. Examinar la relación entre el nivel de ansiedad infantil, la conflictividad parental y la situación de divorcio de los progenitores, teniendo en cuenta el sexo y el ciclo educativo de los menores. Método. El diseño del estudio fue transversal, ex post facto retrospectivo, un grupo, múltiples medidas. Participaron 94 escolares de educación primaria de Cádiz (52.13% niños y 47.87% niñas; edad media 8.24 años), quienes respondieron al autoinforme Multidimensional Anxiety Scale for Children y a otras cuestiones para delimitar la relación de pareja entre sus progenitores. Resultados. Los resultados de la prueba t-student no indicaron diferencias en los niveles de ansiedad entre los escolares en función de la situación de divorcio o separación marital. El grado de conflictividad parental sí determinó la presencia de diferencias en los niveles de ansiedad infantil, siendo las niñas, al describir la relación entre sus progenitores como altamente conflictiva, las que reflejaron la mayor ansiedad. Conclusión. Se discute la importancia que la relación de pareja tiene en el propio desarrollo familiar y en el bienestar psicosocial infantil, destacando la necesidad de conseguir una relación pacífica y armónica entre los progenitores para favorecer la estabilidad emocional de los menores.

ACS Style

Olga Gómez-Ortiz; Lourdes Martín; Rosario Ortega-Ruiz. Conflictividad parental, divorcio y ansiedad infantil. Pensamiento Psicológico 2017, 15, 1 .

AMA Style

Olga Gómez-Ortiz, Lourdes Martín, Rosario Ortega-Ruiz. Conflictividad parental, divorcio y ansiedad infantil. Pensamiento Psicológico. 2017; 15 (2):1.

Chicago/Turabian Style

Olga Gómez-Ortiz; Lourdes Martín; Rosario Ortega-Ruiz. 2017. "Conflictividad parental, divorcio y ansiedad infantil." Pensamiento Psicológico 15, no. 2: 1.

Journal article
Published: 12 April 2017 in Revista de Psicodidáctica
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Los objetivos de este trabajo fueron dos: validar el AMSC-Q (Cuestionario Multidimensional de Competencia Social para Adolescentes) y examinar la competencia social de los distintos implicados en acoso escolar. La muestra representativa estuvo compuesta por 4047 escolares andaluces de educación secundaria (48.2% niñas). Se utilizaron dos instrumentos: el AMSC-Q y el EBIPQ (European Bullying Intervention Project Questionnaire). El AMSC-Q reflejó una estructura de 5 factores (conducta prosocial, ajuste social, ajuste normativo, revaluación cognitiva y eficacia social) y mostró una adecuada fiabilidad y validez. Las víctimas presentaron una mayor conducta prosocial y ajuste normativo, aunque un ajuste social y eficacia social bajos. Los agresores y agresores victimizados mostraron un peor ajuste normativo y una revaluación cognitiva menos desarrollada, aunque similar ajuste social y percepción de eficacia social. Se discuten las características en términos de competencia social de los implicados o no en este fenómeno violento. The aims of this paper were two-fold: to validate the AMSC-Q (Adolescent Multidimensional Social Competence Questionnaire) and to examine the social competence of those involved in bullying. The representative sample was composed of 4047 Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the EBIPQ (European Bullying Intervention Project Questionnaire). The AMSC-Q measure yielding a 5-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non-involved in bullying are discussed.

ACS Style

Olga Gómez-Ortiz; Eva María Romera-Félix; Rosario Ortega-Ruiz. Multidimensionalidad de la competencia social: medición del constructo y su relación con los roles del bullying. Revista de Psicodidáctica 2017, 22, 37 -44.

AMA Style

Olga Gómez-Ortiz, Eva María Romera-Félix, Rosario Ortega-Ruiz. Multidimensionalidad de la competencia social: medición del constructo y su relación con los roles del bullying. Revista de Psicodidáctica. 2017; 22 (1):37-44.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva María Romera-Félix; Rosario Ortega-Ruiz. 2017. "Multidimensionalidad de la competencia social: medición del constructo y su relación con los roles del bullying." Revista de Psicodidáctica 22, no. 1: 37-44.

Journal article
Published: 01 January 2017 in Revista de Psicodidáctica (English ed.)
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The aims of this paper were twofold: to validate the Adolescent Multidimensional Social Competence Questionnaire (AMSC-Q) and to examine the social competence of those involved in bullying. The representative sample was composed of four thousand and forty seven (4047) Andalusian secondary school students (48.2% girls). Two measures were used: the AMSC-Q and the European Bullying Intervention Project Questionnaire (EBIPQ). The AMSC-Q measure yielding a five-factor structure (prosocial behaviour, social adjustment, normative adjustment, cognitive reappraisal and social efficacy) and revealed adequate reliability and validity. Victims presented greater prosocial behaviour and normative adjustment but low social adjustment and social efficacy. Bullies and bully victims demonstrated worse normative adjustment and less developed cognitive reappraisal but similar social adjustment and social efficacy. The social competence characteristics of those involved and non involved in bullying are discussed.

ACS Style

Olga Gómez-Ortiz; Eva María Romera Félix; Rosario Ortega-Ruiz. Multidimensionality of Social Competence: Measurement of the Construct and its Relationship With Bullying Roles. Revista de Psicodidáctica (English ed.) 2017, 22, 37 -44.

AMA Style

Olga Gómez-Ortiz, Eva María Romera Félix, Rosario Ortega-Ruiz. Multidimensionality of Social Competence: Measurement of the Construct and its Relationship With Bullying Roles. Revista de Psicodidáctica (English ed.). 2017; 22 (1):37-44.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva María Romera Félix; Rosario Ortega-Ruiz. 2017. "Multidimensionality of Social Competence: Measurement of the Construct and its Relationship With Bullying Roles." Revista de Psicodidáctica (English ed.) 22, no. 1: 37-44.

Original research article
Published: 10 November 2016 in Frontiers in Psychology
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There is extensive scientific evidence of the serious psychological and social effects that peer victimization may have on students, among them internalizing problems such as anxiety or negative self-esteem, difficulties related to low self-efficacy and lower levels of social adjustment. Although a direct relationship has been observed between victimization and these effects, it has not yet been analyzed whether there is a relationship of interdependence between all these measures of psychosocial adjustment. The aim of this study was to examine the relationship between victimization and difficulties related to social adjustment among high school students. To do so, various explanatory models were tested to determine whether psychological adjustment (negative self-esteem, social anxiety and social self-efficacy) could play a mediating role in this relationship, as suggested by other studies on academic adjustment. The sample comprised 2060 Spanish high school students (47.9% girls; mean age = 14.34). The instruments used were the scale of victimization from European Bullying Intervention Project Questionnaire, the negative scale from Rosenberg Self-Esteem Scale, Social Anxiety Scale for Adolescents and a general item about social self-efficacy, all of them self-reports. Structural equation modeling was used to analyze the data. The results confirmed the partial mediating role of negative self-esteem, social anxiety and social self-efficacy between peer victimization and social adjustment and highlight the importance of empowering victimized students to improve their self-esteem and self-efficacy and prevent social anxiety. Such problems lead to the avoidance of social interactions and social reinforcement, thus making it difficult for these students to achieve adequate social adjustment.

ACS Style

Eva M. Romera; Olga Gómez-Ortiz; Rosario Ortega-Ruiz. The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence. Frontiers in Psychology 2016, 7, 1 .

AMA Style

Eva M. Romera, Olga Gómez-Ortiz, Rosario Ortega-Ruiz. The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence. Frontiers in Psychology. 2016; 7 ():1.

Chicago/Turabian Style

Eva M. Romera; Olga Gómez-Ortiz; Rosario Ortega-Ruiz. 2016. "The Mediating Role of Psychological Adjustment between Peer Victimization and Social Adjustment in Adolescence." Frontiers in Psychology 7, no. : 1.

Journal article
Published: 01 September 2016 in THE ANTHROPOLOGIST
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Knowledge management is presented as a model to achieve that college graduates apply their knowledge to solve complex problems in an effective way. It is defined by three basic dimensions, that is, structural, relational and cognitive. Project-based Learning methodology could promote positive effects in knowledge management. The aims of this study were to analyze the psychometric properties of the Evaluation of Competences to Management Knowledge Questionnaire and evaluate the effect of Project-based Learning on knowledge management. There were two studies performed. In study 1 448 students participated (76.8% female) between 18 and 47 years old (M = 21.93; SD = 7.97). In study 2 there were 215 students. The EFA and CFA analyses pointed out the adequacy of three dimensions’ model. Results showed a significant and positive effect of Project-based Learning. This study underscores the need to move students towards higher-order psychological tasks in which shared decision-making and self-regulation are included.

ACS Style

Eva M. Romera; Olga Gómez-Ortiz; Rosario Ortega-Ruiz; Carmen Viejo. Influence of Project-based Learning Model in Knowledge Management of Educational Psychology Students. THE ANTHROPOLOGIST 2016, 25, 199 -206.

AMA Style

Eva M. Romera, Olga Gómez-Ortiz, Rosario Ortega-Ruiz, Carmen Viejo. Influence of Project-based Learning Model in Knowledge Management of Educational Psychology Students. THE ANTHROPOLOGIST. 2016; 25 (3):199-206.

Chicago/Turabian Style

Eva M. Romera; Olga Gómez-Ortiz; Rosario Ortega-Ruiz; Carmen Viejo. 2016. "Influence of Project-based Learning Model in Knowledge Management of Educational Psychology Students." THE ANTHROPOLOGIST 25, no. 3: 199-206.

Original research article
Published: 07 January 2016 in Frontiers in Psychology
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Emotion regulation (ER) is a basic psychological process that has been broadly linked to psychosocial adjustment. Due to its relationship with psychosocial adjustment, a significant number of instruments have been developed to assess emotion regulation in a reliable and valid manner. Among these, the Emotion Regulation Questionnaire (ERQ; Gross & John, 2003) is one of the most widely used, having shown good psychometric properties with adult samples from different cultures. Studies of validation in children and adolescents are, however, scarce and have only been developed for the Australian and Portuguese populations. The aim of this study was to validate the Spanish version of the ERQ for use in adolescents and determine possible differences according to the gender and age of young people. The sample consisted of 2060 adolescents (52.1% boys). Exploratory and Confirmatory factor analysis (EFA and CFA), multi-group analysis and two-way multivariate analysis of variance (MANOVA) were performed and the percentiles calculated. The results of the AFE and CFA corroborated the existence of two factors related to the emotion regulation strategies of cognitive reappraisal and expressive suppression, showing acceptable internal consistency and test-retest reliability. Both factors also showed good criterion validity with personality traits, self-esteem, and social anxiety. Differences in cognitive reappraisal were found with regard to age, with younger students exhibiting the greatest mastery of this strategy. Gender differences were observed regarding the expressive suppression strategy, with boys being more likely to use this strategy than girls. A gender-age interaction effect was also observed, revealing that the use of the expressive suppression strategy did not vary by age in girls, and was more widely used by boys aged 12-14 years than those aged 15-16 years. However, we found evidence of measurement invariance across sex and age groups. The results suggest that the ERQ is a valid and reliable instrument that can be used to evaluate emotion regulation strategies in adolescents.

ACS Style

Olga Gómez-Ortiz; Eva M. Romera; Rosario Ortega-Ruiz; Rosario Cabello; Pablo Fernández-Berrocal. Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire. Frontiers in Psychology 2016, 6, 1959 .

AMA Style

Olga Gómez-Ortiz, Eva M. Romera, Rosario Ortega-Ruiz, Rosario Cabello, Pablo Fernández-Berrocal. Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire. Frontiers in Psychology. 2016; 6 ():1959.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva M. Romera; Rosario Ortega-Ruiz; Rosario Cabello; Pablo Fernández-Berrocal. 2016. "Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire." Frontiers in Psychology 6, no. : 1959.

Journal article
Published: 01 January 2016 in Child Abuse & Neglect
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Studies concerning parenting styles and disciplinary practices have shown a relationship between both factors and bullying involvement in adolescence. The scarce available evidence suggests that abusive disciplinary practices increase teenagers' vulnerability to abuse in school or the likelihood of them becoming abusers of their peers in the same context. However, there is a lack of knowledge about the indirect effect of parenting styles in adolescents' bullying involvement through disciplinary practices, although a relationship between parenting styles and disciplinary practices has been shown. The aim of this research was to determine the mediating role of punitive parental discipline (physical punishment and psychological aggression) between the dimensions of parents' parenting styles and their children's involvement in bullying victimization and aggression. We used a sample comprising 2060 Spanish high school students (47.9% girls; mean age=14.34). Structural equation modeling was performed to analyze the data. The results confirmed the mediating role of parental discipline between the parenting practices analyzed and students' aggression and victimization. Significant gender-related differences were found for aggression involvement, where boys were for the most part linked to psychological aggression disciplinary practices and girls to physical punishment. Victimization directly correlated with parental psychological aggression discipline behavior across both sexes. In conclusion, the results seem to suggest that non-democratic parenting styles favor the use of punitive discipline, which increases the risk of adolescents' bullying involvement. Therefore, intervention programs must involve parents to make them aware about the important role they play in this process and to improve their parenting styles.

ACS Style

Olga Gómez-Ortiz; Eva María Romera; Rosario Ortega-Ruiz. Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment. Child Abuse & Neglect 2016, 51, 132 -143.

AMA Style

Olga Gómez-Ortiz, Eva María Romera, Rosario Ortega-Ruiz. Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment. Child Abuse & Neglect. 2016; 51 ():132-143.

Chicago/Turabian Style

Olga Gómez-Ortiz; Eva María Romera; Rosario Ortega-Ruiz. 2016. "Parenting styles and bullying. The mediating role of parental psychological aggression and physical punishment." Child Abuse & Neglect 51, no. : 132-143.

Journal article
Published: 16 September 2015 in Anales de Psicología
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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 adolescent adjustment depending on mother´s and father´s parental styles and the coherence of both. The better psychosocial adjustment was observed in adolescents whose father or mother were supervisor democratic and when both parents were democratic.

ACS Style

Olga Gómez-Ortiz; Rosario Del Rey; Eva María Romera-Félix; Rosario Ortega-Ruiz; Rosario Del Rey Alamillo. Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar. Anales de Psicología 2015, 31, 979 -989.

AMA Style

Olga Gómez-Ortiz, Rosario Del Rey, Eva María Romera-Félix, Rosario Ortega-Ruiz, Rosario Del Rey Alamillo. Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar. Anales de Psicología. 2015; 31 (3):979-989.

Chicago/Turabian Style

Olga Gómez-Ortiz; Rosario Del Rey; Eva María Romera-Félix; Rosario Ortega-Ruiz; Rosario Del Rey Alamillo. 2015. "Los estilos educativos paternos y maternos en la adolescencia y su relación con la resiliencia, el apego y la implicación en acoso escolar." Anales de Psicología 31, no. 3: 979-989.

Journal article
Published: 02 January 2014 in Cultura y Educación
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The present research was conducted to explore the relationship between bullying and parenting styles in an incidental sample of 626 high school students (49.7% girls). The information was collected by means of a self-report questionnaire that contained two instruments: European Bullying Intervention Project Questionnaire and Scale for the assessment of the parenting styles of mothers and fathers of adolescents. The results show statistically significant differences in the perception of parenting styles between the students involved and not involved in bullying and between the different kinds of involvement. Different dimensions of parenting styles are also categorized as being risk or protective factors of bullying involvement. In agreement with the previous research, we have specifically found that perception of parenting styles (especially behavioural control and affection and communication) is significantly related to bullying involvement, especially regarding the role of aggressor.

ACS Style

Olga Gómez-Ortiz; Rosario Del Rey; Jose A. Casas; Rosario Ortega-Ruiz; Rosario Del Rey Alamillo. Parenting styles and bullying involvement / Estilos parentales e implicación en bullying. Cultura y Educación 2014, 26, 132 -158.

AMA Style

Olga Gómez-Ortiz, Rosario Del Rey, Jose A. Casas, Rosario Ortega-Ruiz, Rosario Del Rey Alamillo. Parenting styles and bullying involvement / Estilos parentales e implicación en bullying. Cultura y Educación. 2014; 26 (1):132-158.

Chicago/Turabian Style

Olga Gómez-Ortiz; Rosario Del Rey; Jose A. Casas; Rosario Ortega-Ruiz; Rosario Del Rey Alamillo. 2014. "Parenting styles and bullying involvement / Estilos parentales e implicación en bullying." Cultura y Educación 26, no. 1: 132-158.