Irene García Moya
University of Sevilla, Spain

School stress and student-teacher relationships as key areas for well-being.

Participants: Irene García Moya; Antonia Jiménez Iglesias; Marta Díez López; Carmen Paniagua Infantes.

This symposium includes four presentations made within the framework of the EASE Project “School Stress in Secondary School Students in Spain. A Mixed Study Oriented to the Development of Action Keys in the Family and School Context” (PID2019-105463RA-I00), financed by the Ministry of Science and Innovation and the State Research Agency. The first paper, based on the results of an ambitious literature review, will focus on the conceptualization of school stress. In this way, it will contribute to achieving a clearer definition of this concept, which is essential in this area of ​​research. The following presentations, taking advantage of the mixed research design of the EASE Project, will offer both a quantitative and qualitative perspective on school stress. More specifically, one of the papers will focus on the presentation of the results of phase 1 of the EASE Project, which allow us to analyze the role of family, school and individual factors in school stress. Next, incorporating the richness of the qualitative methodology used in phase 2 of the project, the other two papers will delve into gender differences in school stress and the factors that affect it and the importance of student-teacher relationships and school connection. Given the strong applied vocation of the project, the symposium, in addition to presenting scientific evidence in this area, will allow reflection on the recommendations for families and educational centers that can be derived from said evidence.

Irene García Moya is a Doctor in Psychology and works as a Ramón y Cajal Contractor in the Department of Developmental and Educational Psychology at the University of Seville. She currently leads the line of research on school stress linked to the EASE project (School stress in secondary school students in Spain. A mixed study aimed at developing action keys in the family and school context, reference: PID2019-105463RA- I00). Her research interests also include the importance of student-teacher relationships for adolescent well-being, having been the

Researcher responsible for several projects focused on the student-teacher connection, funded by the European Commission and the La Caixa Foundation, and author of the monographic book The importance of connectedness in student-teacher relationships. Insights from the Teacher Connectedness Project. In addition, since 2010, she has been a member of the research team in Spain of the international study Health Behavior in School-aged Children (HBSC) and, since 2018, she is one of the coordinators of the group of experts on the school context of the international network of said study, which has allowed him to address aspects such as satisfaction and school stress from an international perspective. She combines her research activity with her teaching work in the training of future teachers in the Degree in Primary Education and the Master's Degree in Compulsory Secondary Education and Baccalaureate Teachers, Professional Training and Language Teaching (MAES) of the University of Sevilla.



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