Irene García-Moya

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Profesora Titular de Universidad

Universidad de Sevilla

Spain

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About

Irene García-Moya is a Profesora Titular de Universidad at Universidad de Sevilla, Spain. Her research focuses on adolescent school stress, student-teacher connectedness, and the mental well-being of adolescents. She has published several articles examining gender differences in school stress, organized leisure, and the impact of social support on adopted adolescents. Her work contributes significantly to understanding the dynamics of school environments and adolescent health across various countries.

Recent Grants

Grant: Close

El estrés escolar en el alumnado de secundaria en España. Un estudio mixto orientado al desarrollo de claves de actuación en el contexto familiar y escolar

Open Date: 2020-06-01

Close Date: 2024-05-01

Grant: Close

Implementación y sistematización de la encuesta del Barómetro de Opinión de la Infancia y Adolescencia de UNICEF

Open Date: 2019-02-01

Close Date: 2019-12-01

Grant: Close

The assessment of student-teacher connectedness and its relationship with adolescent wellbeing

Open Date: 2018-07-01

Close Date: 2019-06-01

Grant: Close

Preventing bullying and reducing violence among minor in Slovenia

Open Date: 2018-01-01

Close Date: 2020-01-01

Grant: Close

Metodología para la elaboración de un barómetro de opinión de la Infancia en España

Open Date: 2017-04-01

Close Date: 2017-10-01

Articles (10)

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2025

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2025

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2022

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2022

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2022

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2021

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2020

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2020

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2020

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2020

Collaborators (16)

Ulrike Ravens-Sieberer

University Medical Center Hamburg-Eppendorf

GERMANY

Irene García-Moya

Research Interests

Explore related searches

Contact this professor

About

Recent Grants

Articles (10)

“But I Also like to Enjoy my Time, I’m Not a Student 24 Hours a Day”: Adolescents’ Perspectives About Organized Leisure and School Stress

Gender differences in adolescent school stress: A mixed‐method study

Bullying, cyberbullying, and adoption: What is the role of student–teacher connectedness?

Gender Differences in the Relationship between Pressure from Schoolwork and Health Complaints

Item response theory and differential test functioning analysis of the HBSC-Symptom-Checklist across 46 countries

A New Measure for the Assessment of Student–Teacher Connectedness in Adolescence

School Satisfaction and School Pressure in the WHO European Region and North America

Cross-National Time Trends in Adolescent Mental Well-Being From 2002 to 2018 and the Explanatory Role of Schoolwork Pressure

Adopted Adolescents at School: Social Support and Adjustment

Humanizing and conducive to learning: an adolescent students’ perspective on the central attributes of positive relationships with teachers

Collaborators (16)

Ulrike Ravens-Sieberer

Joanna Inchley

Raili Välimaa

NATALE CANALE

Alina Cosma

Anne Kaman

Carmen Paniagua

Antonia Jiménez-Iglesias

Marta Díez

Gerry Redmond

Nelli Lyyra

Dorothy Currie

Mette Rasmussen

Oddrun Samdal

Andreas Heinz

María Inmaculada Sánchez Queija

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