Eva María Romera Félix

Eva María Romera Félix
University of Cordoba (Spain) | UCO · Department of Psychology

Associate Professor

About

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Projects

Projects (6)
Project
This proof-of-concept project arises in order to value the results of a previous project (COMPECO), where the identified moral, motivational and group factors of influence come into play with the individuals themselves (tendency to play the roles of victims, aggressors, collaborators or prosocial) that are implicit in the phenomena of bullying and cyberbullying. Conceptually, set the moral element as the fourth criterion to define peer unjustified aggressiveness (already in process within the framework of the team that makes the proposal) and transfer the consequent educational model designed to schools and educational centers. The methodology and the work and implementation plan are specified in a series of activities that will be carried out throughout the two years programmed for the duration of the project: 1) Creation of the proof of concept and its value for scientific advancement of the field, through the publication of the results in high impact journals that allow the recognition by the scientific community of said conceptual modification. 2) Create and maintain these values scientifically and educationally alive through the design of a pro-active website that transmits and channels the implementation of the proposed educational model, whose principles have been published in recent years and whose main focus is in the construction of coexistence and cyber-coexistence. 3) Dissemination to governmental and non-governmental organizations, as well as educational centers, of a digitized educational tool that incorporates the moral dimension to improve the management of convivencia.
Project
In a changing and interconnected society, paying attention to the elements that guarantee the development of its individuals becomes a priority element of attention. Phenomena such as bullying place boys and girls in adversity that results in negative consequences for all those involved and leads to the learning of unethical behaviors, isolation or moral indifference that they will incorporate into their repertoire of behaviors. Attending to the processes that make up the immoral and destructive phenomenon of bullying has been a priority task for several decades. It has been shown that the development of risk behaviors in which respect and affective consideration for the other with whom one interacts is not taken into account, far from being perceived as harmful in the context of youth culture, can be seen as appropriate and morally justified. Research advances recognize that it is necessary to pay special attention to the peer group, where a complex relationship system is being developed, whose analysis will allow us to find many of the keys to why bullying, face to face or through the Internet, is occurring. This project arises with the purpose of explaining how the interactive dynamics evolves between the forms, styles and contexts of coping in the implication of adverse phenomena of bullying among equals, a phenomenon that due to its social nature is interactive and changing. Specifically, it is expected to observe what is the evolutionary pattern in the involvement in school bullying based on the moral characteristics and motivations of its protagonists and what processes of selection and influence between the different groups (of reference, prestige and friends) accentuate or mitigate involvement in bullying roles. We hypothesize that, together with the diversity of individual moral and motivational characteristics, there is a certain interdependence of the stable peer groups that boys and girls share. Possible differences based on sex and age will be taken into account. The development of three studies is proposed: 1) a study will be carried out in four stages, each separated by an interval of twelve months.