UniSoc, : C. San Alberto Magno, s/n, Poniente Sur, Córdoba (2026)

Q: ¿Cuál es la dirección?

: C. San Alberto Magno, S/n, Poniente Sur

06/09/2026

🧠 What if the real risk isn’t what teenagers do online—but why they do it?

A new study from Universidad de Córdoba explores why some adolescents become involved in cyberbullying while others do not. The answer goes beyond screen time.

📊 𝗧𝗵𝗲 𝘀𝘁𝘂𝗱𝘆 𝗮𝘁 𝗮 𝗴𝗹𝗮𝗻𝗰𝗲
— 1,745 adolescents aged 12–17
— 8 secondary schools in southern Spain
— Published in Children and Youth Services Review (2026)

🔍 𝗪𝗵𝗮𝘁 𝗱𝗶𝗱 𝘁𝗵𝗲 𝗿𝗲𝘀𝗲𝗮𝗿𝗰𝗵𝗲𝗿𝘀 𝗳𝗶𝗻𝗱?

Toxic online disinhibition—a reduced sense of restraint and awareness of consequences in digital spaces—is associated with a higher risk of both engaging in cyberbullying and experiencing it as a victim.

⚡ 𝗧𝗵𝗲 𝗸𝗲𝘆 𝗳𝗶𝗻𝗱𝗶𝗻𝗴

This risk increases significantly among adolescents with a strong need for popularity. The greater the desire to be accepted, admired or recognised by peers, the higher the likelihood of becoming involved in cyberbullying—either as a perpetrator or a victim.

Gender, however, did not significantly influence these relationships: the same pattern was observed among both boys and girls.

💡 𝗪𝗵𝘆 𝗱𝗼𝗲𝘀 𝗶𝘁 𝗺𝗮𝘁𝘁𝗲𝗿?

Cyberbullying prevention should not stop at limiting screen time. It must also address digital self-awareness and the social motivations that shape adolescents’ online behaviour.

📄 Misas, M., Camacho, A., & Romera, E. M. (2026). Toxic online disinhibition and cyberbullying in adolescents: The moderating role of need for popularity and gender. Children and Youth Services Review, 188, 109128.

🔗 DOI: 10.1016/j.childyouth.2026.109128
🏛️ Department of Psychology, University of Córdoba

30/07/2026

👥👀 Some students step in. Others look away.
We often assume that knowing bullying is wrong is enough to make someone act. It isn't. 🚫

Helping a victim comes with a heavy social cost:
🎯 Becoming the next target
💔 Losing friends
📉 Facing social rejection

Choosing to act anyway — despite those risks — is what researchers call Moral Courage. 💪✨

🔬 The Research: A new study has developed and validated the first Moral Courage Scale for adolescents, testing it with 1,628 students aged 11–16.

📊 The Findings: The scale reliably measured moral courage in school bullying contexts. The results were clear: higher scores predicted real helping behaviour over time. Students with more moral courage were more likely to defend victims and less likely to stay passive. 🛡️

🏫 Why this matters: Understanding why some students choose to stand up gives schools a concrete lever for building better bullying prevention programmes. Because shifting school culture starts with empowering the students already willing to act. 🚀

Swipe through for the findings ➡️

DOI: https://doi.org/10.1177/08862605261451861

02/07/2026

🧠📱 ¿Qué lleva a algunos adolescentes a agredir a sus compañeros?

Un nuevo estudio de LAECOVI-Universidad de Córdoba, realizado con más de 1.800 estudiantes de Primaria y Secundaria, analizó cómo se combinan factores emocionales, cognitivos y conductuales detrás del bullying y el ciberbullying.

Los resultados identificaron un perfil de mayor riesgo caracterizado por:

🔴 Más bullying y ciberbullying
🔴 Mayor alegría maliciosa ante el sufrimiento ajeno
🔴 Más hostilidad hacia las víctimas

Pero el hallazgo más relevante fue otro:

👉 Los estudiantes que culpaban a las víctimas de lo que les ocurría tenían casi 4 veces más probabilidades de pertenecer a este perfil un año después.

💡 Esto sugiere que prevenir el acoso no consiste solo en frenar las conductas agresivas, sino también en trabajar las creencias que las justifican.

Porque cuando alguien piensa que una víctima "se lo merece", el riesgo de agresión aumenta.

📚 Investigación de Antonio Cabrera-Vázquez, Robert Thornberg, Daniel Falla y Eva M. Romera.

01/07/2026

💜📚 New Research Project | Better Help?

Why do some students step in to help during bullying… while others stay silent?

The answer is more complex than we might think.

A new longitudinal research project led by Eva M. Romera will follow more than 3,000 students aged 10–16 over four years to better understand how bystanders make decisions when witnessing bullying.

🔍 The project will explore:
• Why some students defend the victim, reinforce the aggressor, or choose not to intervene.
• How emotions, peer relationships and the school environment shape these decisions.
• Which helping strategies are truly effective in reducing victimisation and improving school climate.

By understanding the psychology behind helping, this research aims to provide evidence-based recommendations for schools and educators to strengthen bullying prevention.

👩‍🔬 Principal Investigator: Eva M. Romera
🏛️ Funded by: Spanish Ministry of Science, Innovation and Universities
📅 Duration: September 2025 – July 2029
💰 Funding: €133,750

Because preventing bullying isn't only about stopping aggression — it's about empowering those who have the opportunity to make a difference.

04/06/2026

💞📚 𝗡𝗲𝘄 𝗥𝗲𝘀𝗲𝗮𝗿𝗰𝗵 𝗣𝗿𝗼𝗷𝗲𝗰𝘁 | 𝗔𝗦𝗔𝗣

𝗣𝘀𝘆𝗰𝗵𝗼𝘀𝗼𝗰𝗶𝗮𝗹 𝗱𝗲𝘃𝗲𝗹𝗼𝗽𝗺𝗲𝗻𝘁𝗮𝗹 𝗰𝗵𝗮𝗹𝗹𝗲𝗻𝗴𝗲𝘀 𝗹𝗶𝗻𝗸𝗲𝗱 𝘁𝗼 𝘀𝗼𝗰𝗶𝗼-𝗮𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 𝗮𝗱𝗷𝘂𝘀𝘁𝗺𝗲𝗻𝘁 𝗮𝗻𝗱 𝘁𝗵𝗲 𝗾𝘂𝗮𝗹𝗶𝘁𝘆 𝗼𝗳 𝘆𝗼𝘂𝗻𝗴 𝗰𝗼𝘂𝗽𝗹𝗲𝘀’ 𝗿𝗲𝗹𝗮𝘁𝗶𝗼𝗻𝘀𝗵𝗶𝗽𝘀

The ASAP project focuses on one of the key psychosocial developmental processes of youth: the establishment of healthy and high-quality romantic relationships.

Led by 𝗖𝗮𝗿𝗺𝗲𝗻 𝗩𝗶𝗲𝗷𝗼 𝗔𝗹𝗺𝗮𝗻𝘇𝗼𝗿, this research explores how individual and contextual factors influence the initiation and configuration of well-adjusted romantic relationships — and how these dynamics impact both relationship quality and personal well-being.

By analysing socio-affective adjustment during the youth years, ASAP aims to better understand the processes that contribute to successful and mutually satisfying partnerships.

📅 Duration: September 2025 – August 2028
💰 Funding: €79,200

This project advances scientific knowledge on youth relationships and contributes to promoting healthier socio-emotional development during a critical life stage.

21/05/2026

👨‍👩‍👧‍👦💼 New Research Project | PID2024-162047OB-I00

How does parental work–family conflict affect children’s psychological, emotional and social adjustment?

This research project, led by Olga Gómez Ortiz, examines the impact of work–family conflict experienced by parental figures and identifies the parental competencies that may mediate this relationship and act as protective factors in children’s development.

🧠 The project analyses:

• Work–family conflict and related parental guilt
• Emotional regulation and coping strategies
• Parental mental health
• Parenting competencies
• Direct and indirect effects on children’s psychosocial adjustment
• Gender differences and moderating family, occupational and social conditions

📊 With a longitudinal design (2025–2029), the study aims to better understand how work–family reconciliation difficulties influence children’s well-being over time.

Beyond advancing scientific knowledge, the project will contribute to:

✔ Evidence-based intervention initiatives
✔ Knowledge transfer strategies for families
✔ Social and educational policy proposals that promote children’s mental health

—

👩‍🔬 Principal Investigator: Olga Gómez Ortiz
🏛️ Funded by: Spanish Ministry of Science, Innovation and Universities
📅 Duration: September 2025 – June 2029

20/05/2026

💭📚 Do teachers who feel it also teach it?

New longitudinal research from the Universities of Córdoba 🇪🇸 and Florence 🇮🇹 followed 1,492 secondary school teachers over one full year 📊 — and the results reshape how we think about teacher training.

The short answer: yes — but not automatically.

Teachers with stronger social, emotional and moral competencies (SEMC) 🧠❤️ are more likely to teach them effectively in the classroom.
However, two key mechanisms must come first:
➡️ They believe SEMC matter
➡️ They intentionally plan how to teach them

In other words, competencies translate into practice only when motivation and instructional planning are in place 🎯📖

Swipe to explore the full model, the longitudinal evidence, and what it means for teacher education 👇
📄 Full paper
Yuste-Hidalgo, F., Stefanelli, F., Menesini, E., & Llorent, V. J. (2026)
Teaching and Teacher Education, 171, 105340

Universidad de Córdoba & Università degli Studi di Firenze

🔗 https://doi.org/10.1016/j.tate.2025.105340

17/04/2026

💻📚 𝗪𝗵𝗮𝘁 𝗺𝗮𝗸𝗲𝘀 𝗮 𝘁𝗲𝗮𝗰𝗵𝗲𝗿 𝘁𝗮𝗸𝗲 𝗮𝗰𝘁𝗶𝗼𝗻 𝗮𝗴𝗮𝗶𝗻𝘀𝘁 𝗰𝘆𝗯𝗲𝗿𝗵𝗮𝘁𝗲, 𝗰𝘆𝗯𝗲𝗿𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗮𝗻𝗱 𝗰𝘆𝗯𝗲𝗿-𝗱𝗮𝘁𝗶𝗻𝗴 𝘃𝗶𝗼𝗹𝗲𝗻𝗰𝗲?

A recent open-access study with 𝟳𝟮𝟴 𝘀𝗲𝗰𝗼𝗻𝗱𝗮𝗿𝘆 𝘀𝗰𝗵𝗼𝗼𝗹 𝘁𝗲𝗮𝗰𝗵𝗲𝗿𝘀 analysed which characteristics and competencies are associated with the promotion of educational actions against antisocial cyberbehaviours.

The findings are clear:

✔️ Teachers with greater experience working with diverse students — particularly students with diverse s*xual orientations and identities, and those with special educational needs — are more likely to implement preventive and intervention actions.

✔️ Higher levels of social and emotional competencies, especially self-awareness, are linked to greater educational engagement against cyberhate and cyberbullying.

✔️ Stronger applied digital competence consistently predicts action across all three forms of cyberviolence.

Importantly, demographic variables such as s*x, age and years of teaching experience were not significant predictors in regression models.

This suggests that what truly matters are trainable competencies, not personal background.

Although the models explain a modest proportion of variance (R² ≈ .14–.17), the results highlight a crucial message:

🎓 Investing in teachers’ social-emotional development and digital competence is essential to strengthen school-based prevention of cyberhate, cyberbullying and cyber-dating violence.

Safer digital environments begin with prepared educators.

📖 Article details

👤 Authors: Vicente J. Llorent; Francisco Yuste-Hidalgo; Mariano Núñez-Flores
📝 Title: Teachers’ profile for the promotion of educational actions against cyberhate, cyberbullying, and cyber-dating violence in secondary education
🔗 DOI: https://doi.org/10.1007/s10639-026-13971-9

16/04/2026

🧠💬 𝗛𝗼𝘄 𝗱𝗼 𝗮𝗱𝗼𝗹𝗲𝘀𝗰𝗲𝗻𝘁𝘀 𝗽𝗲𝗿𝗰𝗲𝗶𝘃𝗲 𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗮𝗻𝗱 𝗰𝘆𝗯𝗲𝗿𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗳𝗿𝗼𝗺 𝗮 𝗺𝗼𝗿𝗮𝗹 𝗽𝗲𝗿𝘀𝗽𝗲𝗰𝘁𝗶𝘃𝗲?

A new study published in Journal of Interpersonal Violence explores a crucial but often overlooked question: before acting, do young people recognize peer aggression as morally wrong — and do they emotionally react to it?

Based on data from 𝟮,𝟭𝟱𝟳 𝗮𝗱𝗼𝗹𝗲𝘀𝗰𝗲𝗻𝘁𝘀 𝗮𝗴𝗲𝗱 𝟭𝟬–𝟭𝟲, the research introduces two validated instruments:

• 𝗕𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗠𝗼𝗿𝗮𝗹 𝗦𝗲𝗻𝘀𝗶𝘁𝗶𝘃𝗶𝘁𝘆 (𝗕𝗠𝗦)
• 𝗖𝘆𝗯𝗲𝗿𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗠𝗼𝗿𝗮𝗹 𝗦𝗲𝗻𝘀𝗶𝘁𝗶𝘃𝗶𝘁𝘆 (𝗖𝗠𝗦)

These tools measure two key dimensions of moral sensitivity:
🔎 𝗥𝗲𝗰𝗼𝗴𝗻𝗶𝘁𝗶𝗼𝗻 of intentional harm
💔 𝗔𝗳𝗳𝗲𝗰𝘁𝗶𝘃𝗲 response — emotional discomfort when witnessing harm

The findings are clear:

✔️ Adolescents who experience stronger emotional reactions to bullying are 𝗹𝗲𝘀𝘀 𝗹𝗶𝗸𝗲𝗹𝘆 𝘁𝗼 𝗲𝗻𝗴𝗮𝗴𝗲 𝗶𝗻 𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗮𝗻𝗱 𝗰𝘆𝗯𝗲𝗿𝗯𝘂𝗹𝗹𝘆𝗶𝗻𝗴.
✔️ Emotional moral sensitivity also predicts 𝗴𝗿𝗲𝗮𝘁𝗲𝗿 𝗱𝗲𝗳𝗲𝗻𝗱𝗶𝗻𝗴 𝗯𝗲𝗵𝗮𝘃𝗶𝗼𝗿 toward victims.
✔️ Simply recognizing that something is wrong is not enough — emotional engagement is what truly inhibits aggression.

The study also found that girls reported higher levels of moral sensitivity than boys, and that moral sensitivity may fluctuate across adolescence as social dynamics become more complex.

In online environments, anonymity and distance can weaken emotional responses to harm — making moral engagement even more challenging.

Understanding how adolescents perceive and emotionally process peer aggression is essential to designing more effective prevention strategies.

Strengthening moral sensitivity — especially its emotional dimension — may be a key pathway toward safer schools and healthier digital spaces.

📚 Camacho, A., Bravo, A., Ortega-Ruiz, R., & Romera, E. M. (2025).
Bullying and Cyberbullying Moral Sensitivity in Early and Middle Adolescents.
Journal of Interpersonal Violence.
DOI: 10.1177/08862605251376344

10/04/2026

🧠📚 New Research | UNISOC

We are pleased to share the recent publication: “𝗕𝘂𝗹𝗹𝘆𝗶𝗻𝗴 𝗣𝗿𝗼𝗳𝗶𝗹𝗲𝘀 𝗮𝗻𝗱 𝗖𝗼-𝗥𝘂𝗺𝗶𝗻𝗮𝘁𝗶𝗼𝗻: 𝗔 𝗟𝗮𝘁𝗲𝗻𝘁 𝗧𝗿𝗮𝗻𝘀𝗶𝘁𝗶𝗼𝗻 𝗔𝗻𝗮𝗹𝘆𝘀𝗶𝘀 𝗶𝗻 𝗔𝗱𝗼𝗹𝗲𝘀𝗰𝗲𝗻𝘁𝘀”

By María Misas, Antonio Camacho, and Eva M. Romera
First published: 06 April 2026
DOI: https://doi.org/10.1002/ab.70066

This longitudinal study (1-year follow-up) analysed bullying involvement among 1,537 adolescents aged 12–16 using a person-centred approach and Latent Transition Analysis.

Three profiles were identified:
• Uninvolved
• Victims
• Bully-victims

Importantly, no clear “pure bully” profile emerged, reinforcing the dynamic and overlapping nature of bullying roles.

The study highlights the role of co-rumination — the repetitive discussion of problems and negative emotions with peers — as a key socio-cognitive mechanism associated with victimisation.

Adolescents with higher levels of co-rumination were more likely to:
• Belong to the victim profile
• Remain victims over time
• Transition from bully-victim to victim

These findings suggest that not all peer support is protective. When emotional exchanges reinforce negative thinking patterns rather than problem-solving, they may contribute to the persistence of victimisation.

The study provides valuable insights for designing interventions that address relational dynamics, emotion regulation and adaptive coping strategies in adolescence.

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