Publicaciones: Psicología Positiva aplicada a la educación

A continuación se muestra una lista de todas las publicaciones realizadas en el campo de Psicología Positiva aplicada a la educación:

  1. Rey, L., Chamizo-Nieto, M. T., Gómez-Hombrados, J., & Sánchez-Moreno, V. (2025). Un análisis sobre prevalencias, perfiles e indicadores de salud mental en el contexto del uso de las tecnologías digitales en población adolescente de la provincia de Málaga, con perspectiva de género. , Enlace.
  2. Quintana-Orts, C., Mérida-López, S., Gómez-Hombrados, J., & Rey, L. (2025). Emotional Intelligence, Family, and School Factors Associated with Cyberbullying Roles in Adolescence. Journal of Aggression, Maltreatment & Trauma, Enlace.
  3. García-Canalejas, M., Chamizo-Nieto, M. T., & Rey, L. (2025). Problematic Smartphone Use in Adolescents: Are Their Emotional Abilities and Fear of Missing out Influenced?. Behavioral Psychology / Psicología Conductual, 33 (1), 42770. Enlace.
  4. Sánchez-Moreno, V., Chamizo-Nieto, M. T., & Rey, L. (2025). Relación entre las estrategias de regulación cognitivo-emocional y los roles en el ciberacoso en adolescentes españoles. Revista de Psicología Clínica con Niños y Adolescentes, 12 (3), 178-186. Enlace.
  5. Mérida-López, S., Quintana-Orts, C., Gómez-Hombrados, J., & Extremera, N. (2025). Teacher emotionally intelligent behaviors and its role in the link between cybervictimization and suicide risk factors in adolescents. Revista de Psicodidáctica, 30 500157. Enlace.
  6. Yudes, C., Chamizo-Nieto, M. T., Peláez-Fernández, M. A., & Extremera, N. (2025). Core self-evaluations and perceived classmate support: Independent predictors of psychological adjustment. Scandinavian Journal of Psychology, 66 (1), 150-157. Enlace.
  7. Gómez-García, L., Quintana-Orts, C., & Rey, L. (2024). Reírse de uno mismo: el rol moderador del humor de autodenigración entre la cibervictimización y la ideación suicida en adolescentes. Revista de Psicología Clínica con Niños y Adolescentes, 11 (3), 40-47. Enlace.
  8. Chamizo-Nieto, M. T., Arrivillaga, C., Gómez-Hombrados, J., & Rey, L. (2024). Preventing cyberbullying in victims: What role do cognitive coping strategies play in boys and girls?. Children and Youth Services Review, 163 107751. Enlace.
  9. Chamizo-Nieto, M. T., Wallace, A., & Rey, L. (2024). Anti-cyberbullying interventions at school: Comparing the effectiveness of gratitude and psychoeducational programmes. The Journal of Positive Psychology, 19 (2), 291-300. Enlace.
  10. Quintana-Orts, C., Mora-Merchán, J. A., Muñoz-Fernández, N., & Del Rey, R. (2024). Bully-victims in bullying and cyberbullying: An analysis of school-level risk factors. Social Psychology of Education, 27 587-609. Enlace.
  11. Arrivillaga, C., Elhai, J. D., Rey, L., & Extremera, N. (2023). Depressive symptomatology is associated with problematic smartphone use severity in adolescents: The mediating role of cognitive emotion regulation strategies. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17 (3), Enlace.
  12. Arrivillaga, C., Hallauer, C. J., Montag, C., & Elhai, J. D. (2023). Emotion dysregulation factors associated with problematic smartphone use severity: The mediating role of fear of missing out. Addictive Behaviors, 143 107708. Enlace.
  13. Arrivillaga, C., Rey, L., & Extremera, N. (2023). Recursos y obstáculos que influyen en el rendimiento académico de los adolescentes. Revista Internacional De Pedagogía E Innovación Educativa, 3 (1), 115-138. Enlace.
  14. Chamizo-Nieto, M. T., & Rey, L. (2023). Cybervictimisation and depressive symptoms among adolescents: A moderated mediation model. Current Psychology, 42 11475-11485. Enlace.
  15. Chamizo-Nieto, M. T., & Rey, L. (2023). Cybervictimization and suicidal ideation in adolescents: A prospective view through gratitude and life satisfaction. Journal of Health Psychology, 28 (7), 620-623. Enlace.
  16. Chamizo-Nieto, M. T., & Rey, L. (2023). Gratitude as a Protective Factor for Cybervictimisation and Anxiety Symptomatology: A Prospective Study. Applied Research in Quality of Life, 18 1057-1071. Enlace.
  17. Extremera, N., Rey, L., Quintana-Orts, C., Mérida-López, S., & Neto, F. (2023). A 4-month prospective study of the relationship between emotional intelligence and suicide ideation in Spanish adolescents: The mediating of positive and negative affect. Death Studies, 47 (4), 509-513. Enlace.
  18. Mérida-López, S., Roberto, M. S., Carvalho, V. S., Guerrero-Barona, E., Extremera, N., & Chambel, M. J. (2023). Daily exhaustion and engagement in Portuguese health science students: exploring the contributions of negative events and emotional intelligence facets. Studies in Higher Education, 49 (7), 1120-1133. Enlace.
  19. Quintana-Orts, C., Mérida-López, S., Rey, L., Chamizo-Nieto, M. T., & Extremera, N. (2023). Understanding the Role of Emotion Regulation Strategies in Cybervictimization and Cyberaggression Over Time: It Is Basically Your Fault!. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 17 (2), Enlace.
  20. Quintana-Orts, C., Rey, L., Mérida-López, S., & Extremera, N. (2023). Suicide risk assessment and depressive symptoms among Spanish adolescent bully-victims: Evidence for the importance of emotional intelligence and sex. Journal of Health Psychology, 28 (1), 94-100. Enlace.
  21. Arrivillaga, C., Rey, L., & Extremera, N. (2022). A mediated path from emotional intelligence to problematic social media use in adolescents: The serial mediation of perceived stress and depressive symptoms. Addictive Behaviors, 124 107095. Enlace.
  22. Arrivillaga, C., Rey, L., & Extremera, N. (2022). Psychological distress, rumination and problematic smartphones use among Spanish adolescents: An emotional intelligence-based conditional process analysis. Journal of Affective Disorders, 296 1-8. Enlace.
  23. Arrivillaga, C., Rey, L., & Extremera, N. (2022). Uso problemático de redes sociales e inteligencia emocional en adolescentes: análisis de las diferencias por género. European Journal of Education and Psychology, 15 (1), 1-16. Enlace.
  24. Arrivillaga, C., Rey, L., & Extremera, N. (2022). The chain-mediating role of perceived stress and problematic smartphone use in the link between critical thinking and academic engagement among Spanish adolescents. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 16 (4), Enlace.
  25. Chamizo-Nieto, M. T., & Rey, L. (2022). Estrategias cognitivas para afrontar situaciones de acoso/ciberacoso: diferencias entre chicos y chicas. Escritos de Psicología / Psychological Writings, 15 (1), 29-39. Enlace.
  26. Quintana-Orts, C., Mérida-López, S., Chamizo-Nieto, M. T., Extremera, N., & Rey, L. (2022). Unraveling the links among cybervictimization, core self-evaluations, and suicidal ideation: A multi-study investigation. Personality and Individual Differences, 186 111337. Enlace.
  27. Quintana-Orts, C, Rey, L. & Neto, F. (2022). Beyond Cyberbullying: Investigating When and How Cybervictimization Predicts Suicidal Ideation. Journal of Interpersonal Violence, 37 935-957. Enlace.
  28. Yudes, C., Rey, L., & Extremera, N. (2022). The Moderating Effect of Emotional Intelligence on Problematic Internet Use and Cyberbullying Perpetration Among Adolescents: Gender Differences. Psychological Reports, 125 (6), 2902-2921. Enlace.
  29. Arrivillaga, C., Rey, L., & Extremera, N. (2021). Perfil emocional de adolescentes en riesgo de un uso problemático de internet. Revista de Psicología Clínica con Niños y Adolescentes, 8 (1), 47-53. Enlace.
  30. Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The role of emotional intelligence, the teacher-student relationship and flourishing on academic performance in adolescents: A moderated mediation study. Frontiers in Psychology, 12 695067. Enlace.
  31. Peláez-Fernández, M. A., Chamizo-Nieto, M. T., Rey, L., & Extremera, N. (2021). How Do Cyber Victimization and Low Core Self-Evaluations Interrelate in Predicting Adolescent Problematic Technology Use?. International Journal of Environmental Research and Public Health, 18 (6), 3114. Enlace.
  32. Quintana-Orts, C., Mérida-López, S., Rey, L., & Extremera, N. (2021). A Closer Look at the Emotional Intelligence Construct: How Do Emotional Intelligence Facets Relate to Life Satisfaction in Students Involved in Bullying and Cyberbullying?. European Journal of Investigation in Health, Psychology and Education, 14 (3), 711-725. Enlace.
  33. Quintana-Orts, C., Rey, L., & Neto, F. (2021). Are Loneliness and Emotional Intelligence Important Factors for Adolescents? Understanding the Influence of Bullying and Cyberbullying Victimisation on Suicidal Ideation. Psychosocial Intervention, 30 (2), 67-74. Enlace.
  34. Quintana-Orts, C., Rey, L., & Worthington Jr., E. L. (2021). The Relation between Forgiveness, Bullying and Cyberbullying in Adolescence: A Systematic Review. Trauma, Violence & Abuse, 22 (3), 588-604. Enlace.
  35. Yudes, C., Rey, L., & Extremera, N. (2021). Adolescentes ciberacosadores y uso problemático de Internet: el papel protector de las autoevaluaciones centrales / Adolescent cyberbullies and problematic internet use: The protective role of core. Revista Española de Pedagogía, 79 (279), 231-248. Enlace.
  36. Arrivillaga, C., Rey, L., & Extremera, N. (2020). Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference?. Computer in Human Behavior, 110 10675. Enlace.
  37. Arrivillaga, C., Rey, L., & Extremera, N. (2020). Uso problemático del smartphone y ajuste psicológico en adolescentes: El papel clave de la inteligencia emocional. Know and Share Psychology, 1 (4), 147-158. Enlace.
  38. Chamizo-Nieto, M. T., & Rey, L. (2020). Ciberacoso y recursos personales en adolescentes: Las competencias emocionales y la gratitud como factores de protección ante las conductas de ciberagresión. Know and Share Psychology, 1 (4), 113-122. Enlace.
  39. Chamizo-Nieto, M. T., Rey, L., & Pellitteri, J. (2020). Gratitude and Emotional Intelligence as Protective Factors against Cyber-Aggression: Analysis of a Mediation Model. International Journal of Environmental Research and Public Health, 17 (12), 4475. Enlace.
  40. Díaz-Miranda, N., & Extremera, N. (2020). Inteligencia emocional, adicción al smartphone y malestar psicológico como predictores de la nomofobia en adolescentes. Know and Share Psychology, 1 (2), 7-13. Enlace.
  41. García, L., Quintana-Orts, C., & Rey, L. (2020). Cibervictimización y satisfacción vital en adolescentes: la inteligencia emocional como variable mediadora [Cybervictimization and Life Satisfaction in Adolescents: Emotional Intelligence as Mediator]. Revista de Psicología Clínica con Niños y Adolescentes, 7 (1), 38-45. Enlace.
  42. Gracia-Granados, B., Quintana-Orts, C., & Rey, L. (2020). Regulación emocional y uso problemático de las redes sociales en adolescentes: el papel de la sintomatología depresiva. Health and Additions/Salud y Drogas, 20 (1), 77-86. Enlace.
  43. Quintana-Orts, C., & Rey, L. (2020). El perdón ante el acoso y ciberacoso escolar. ¿Por qué es tan importante entrenarlo en la adolescencia?. Actualidad, 91 Enlace.
  44. Quintana-Orts, C., Chamizo-Nieto, M. T., Rey, L., & Neto, F. (2020). Bienestar en víctimas de acoso: ¿puede la inteligencia emocional marcar una diferencia en función del género de los adolescentes?. Know and Share Psychology, 1 (4), 189-200. Enlace.
  45. Quintana-Orts, C., Mérida-López, S., Rey, L., Neto, F., & Extemera, N. (2020). Untangling the Emotional Intelligence-Suicidal Ideation Connection: The Role of Cognitive Emotion Regulation Strategies in Adolescents. Journal of Clinical Medicine, 9 (10), 3116. Enlace.
  46. Quintana-Orts, C., Rey, L., Chamizo-Nieto, M. T., & Worthington Jr., E. L. (2020). A Serial Mediation Model of the Relationship between Cybervictimization and Cyberaggression: The Role of Stress and Unforgiveness Motivations. International Journal of Environmental Research and Public Health, 17 (21), 7966. Enlace.
  47. Rey, L., Neto, F., & Extremera, N. (2020). Cyberbullying victimisation and somatic complaints: A prospective examination of cognitive emotion regulation strategies as mediators. International Journal of Clinical and Health Psychology, 20 (2), 135-139. Enlace.
  48. Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2020). The Relationship between Personal Resources and Depression in a Sample of Victims of Cyberbullying: Comparison of Groups with and without Symptoms of Depression. International Journal of Environmental Research and Public Health, 17 (24), 9307. Enlace.
  49. Sánchez-Álvarez, N., Berrios-Martos, M. P., & Extremera, N. (2020). A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison. Frontiers in Psychology, 11 1517. Enlace.
  50. Sánchez-Álvarez, N., Rey, L., Extremera, N., & Chang, O. D. (2020). Más allá del papel de los recursos personales positivos en el bienestar de estudiantes universitarios españoles: ¿Importa la inteligencia emocional?. Know and Share Psychology, 1 (4), 91-101. Enlace.
  51. Yudes, C., Rey, L., & Extremera, N. (2020). Predictive Factors of Cyberbullying Perpetration amongst Spanish Adolescents. International Journal of Environmental Research and Public Health, 17 (11), 3967. Enlace.
  52. Extremera, N., Quintana-Orts, C., Sánchez-Álvarez, N., & Rey, L. (2019). The Role of Cognitive Emotion Regulation Strategies on Problematic Smartphone Use: Comparison between Problematic and Non-Problematic Adolescent Users. International Journal of Environmental Research and Public Health, 16 (17), 3142. Enlace.
  53. Quintana-Orts, C., & Rey, L. (2019). El perdón en el contexto educativo: recomendaciones prácticas para su desarrollo en las escuelas [Forgiveness in the educational context: Practice recommendations for its development at schools]. Voces de la educación, 10 129-143.
  54. Quintana-Orts, C., Rey, L., Mérida-López, S., & Extremera, N. (2019). What bridges the gap between emotional intelligence and suicide risk in victims of bullying? A moderated mediation study. Journal of Affective Disorders, 245 798-805. Enlace.
  55. Rey, L., Mérida-López, S., Sánchez-Álvarez, N., & Extremera, N. (2019). When and How Do Emotional Intelligence and Flourishing Protect against Suicide Risk in Adolescent Bullying Victims?. International Journal of Environmental Research and Public Health, 16 (12), 2114. Enlace.
  56. Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2019). Being Bullied at School: Gratitude as Potential Protective Factor for Suicide Risk in Adolescents. Frontiers in Psychology, 10 662. Enlace.
  57. Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2019). The influence of trait meta-mood on subjective well-being: A random intercept cross-sectional and prospective evidences in adolescents. Educational Psychology, 39 (3), 332-352. Enlace.
  58. Urquijo, I., Extremera, N., & Azanza, G. (2019). The Contribution of Emotional Intelligence to Career Success: Beyond Personality Traits. International Journal of Environmental Research and Public Health, 16 (23), 4809. Enlace.
  59. Veytia-López, M., Calvete, E., Sánchez-Álvarez, N., & Guadarrama-Guadarrama, R. (2019). Relationship between emotional intelligence perceived and stressful life events in Mexican adolescents. Journal of Mental Health, 42 (6), 261-268. Enlace.
  60. Yudes, C., Rey, L., & Extremera, N. (2019). Ciberagresión, adicción a internet e inteligencia emocional en adolescentes: un análisis de diferencias de género. Voces de la educación, 10 27-44.
  61. Extremera, N., Quintana-Orts, C., Mérida-López, S., & Rey, L. (2018). Cyberbullying victimization, self-esteem and suicidal ideation in adolescence: Does emotional intelligence play a buffering role?. Frontiers in Psychology, 9 367. Enlace.
  62. Fernández-Berrocal, P., Ruiz-Aranda, D., Salguero, J. M., Palomera, R., & Extremera, N. (2018). La relación del Test de Inteligencia Emocional de la Fundación Botín (TIEFBA) con el ajuste personal y escolar de adolescentes españoles. Revista de Psicodidáctica, 23 1-8. Enlace.
  63. Quintana-Orts, C., & Rey, L. (2018). Forgiveness, depression, and suicidal behavior in adolescents: Gender differences in this relationship. Journal of Genetic Psychology, 79 (2), 85-89. Enlace.
  64. Quintana-Orts, C., & Rey, L. (2018). Traditional bullying, cyberbullying and mental health in early adolescents: Forgiveness as a protective factor of peer victimization. International Journal of Environmental Research and Public Health, 15 (11), 2389. Enlace.
  65. Quintana-Orts, C., & Rey, L. (2018). Forgiveness and cyberbullying in adolescence: Does willingness to forgive help minimize the risk of becoming a cyberbully?. Computers in Human Behavior, 81 209-214. Enlace.
  66. Rey, L., Quintana-Orts, C., Mérida-López, S., & Extremera, N. (2018). Emotional intelligence and peer cybervictimisation in adolescents: Gender as moderator. Comunicar, 26 (56), 9-18. Enlace.
  67. Yudes, C., Baridon-Chauvie, D., & González-Cabrera, J. (2018). Cyberbullying and problematic Internet use in Colombia, Uruguay and Spain: Cross-cultural study. Comunicar, 56 49-58. Enlace.
  68. Urquijo, I., Extremera, N., & Villa, A. (2016). Emotional Intelligence, Life Satisfaction, and Psychological Well-Being in Graduates: the Mediating Effect of Perceived Stress. Applied Research in Quality of Life, 11 (4), 1241-1252. Enlace.
  69. Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015). Maintaining life satisfaction in adolescence: Affective mediators of the influence of perceived emotional intelligence on overall life satisfaction judgments in a two-year longitudinal study. Frontiers in Psychology, 6 1892. Enlace.
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