The Research Group on Educational and Vocational Psychology focuses on the themes of Self-regulation of Learning, Cyberbullying and Career Transition and Professional Development in Socio-educational Contexts. This orientation has led to numerous investigations that seek to assess the relationships between educational practices, supported by parents or teachers and the creation of opportunities for the development of self-regulatory skills of students as well as interpersonal relationships among the various educational agents, including interrelationships among pairs. Through the cooperation of a network of researchers from different theoretical orientations and from different fields of Psychology and Education, the studies developed by the research group seek to validate the evaluation results and intervention in socio-educational contexts that are aimed at developing skills in the educational field and pro-social behavior.
Through the cooperation of a network of researchers from different theoretical orientations and from different fields of Psychology and Education, the studies developed by the research group seek to validate the evaluation results and intervention in socio-educational contexts that are aimed at developing skills in the educational field and pro-social behavior.
Based on the themes of self-regulation of learning, cyberbullying, and career transitions and professional development the main objectives of the Research Group on Assessment and Intervention in Educational Contexts include:
a) to clarify both theoretically and empirically, the phases and processes of self-regulated learning in contemporary educational contexts;
b) to understand the phenomenon and the incidence of cyberbullying in various socio-educational contexts;
c) to examine individual and / or cultural differences in the exercise of self-regulation of learning in educational settings and self-regulation of behavior in cyberbullying incidents;
d) to understand the relationship between educational practices and the development of self-regulatory skills;
e) to understand the interpersonal relationships among students, particularly in cyberbullying incidents;
f) to develop and validate assessment tools necessary for the empirical study of the variables to be analyzed;
g) to develop research methodology in these areas;
h) to develop intervention programs to improve the strategies of self-regulation and coping in various socio-educational contexts, particularly in moments of learning and cyberbullying incidents.