Degree in Psychology in 1985, PhD in 2003 from the University of Granada. Member of the group "Curricular Innovation in multicultural contexts" (HUM-358) since 1992.
Professor at the University of Granada (Spain), in the Faculty of Education and Sport Sciences at the Melilla. Member of the Department of Developmental and Educational Psychology, where she has been teaching and researching since 1992.
Her main lines of research focus on three main fields of work: firstly, attitudinal factors that mediate the creation of active and healthy lifestyles; secondly, cognitive-motivational factors and their influence on school success/failure in multicultural contexts; and thirdly, the analysis of variables that influence the formation of attitudes towards diversity in plural contexts.
RESEARCH, TEACHING, or OTHER INTERESTS
Developmental and Educational Psychology, Social Sciences, Cultural Studies, Education
Spatial Dynamics of Student Conflicts in Spanish Higher Education: Gender and Academic Discipline Differences in Campus Spaces Gloria Rojas-Ruiz, Ángel Custodio Mingorance-Estrada, Inmaculada Alemany-Arrebola Behavioral Sciences, 2026 Universities function as social systems in which physical, structural and symbolic dimensions shape students’ relationships and well-being. This study explored the university spaces in which students perceive and manage interpersonal conflicts, analysing differences by gender and academic discipline. A sample of 1262 students completed the University Conflict Questionnaire (UCQ). The three-dimensional structure was validated using exploratory (EFA) and confirmatory factor analysis (CFA). Reliability was assessed using Cronbach’s alpha. Inferential analysis included Welch’s t-test and ANOVA to compare gender and year group, estimating the effect using Hedges’ g. Finally, a MANOVA was conducted to test for interaction effects. The results indicate that conflicts are most frequently addressed in shared and interactive areas, whilst institutional and study spaces are less prone to conflict. Classrooms were key contexts for both the emergence and resolution of conflicts, underscoring the role of lecturers in fostering inclusion. Women reported fewer conflicts in institutional spaces, and differences related to discipline were modest. The results highlight the influence of structural conditions and the need for institutional strategies that incorporate students’ perspectives and training in mediation. These findings highlight the importance of considering university spaces in the design of strategies to promote coexistence and student well-being.
Perceptions and types of conflicts among Spanish university students. Influence of gender and religion Gloria Rojas-Ruiz, Inmaculada Alemany-Arrebola, Ángel Custodio Mingorance-Estrada International Journal of Conflict Management, 2026 Purpose Today’s higher education institutions increasingly require safe and democratic teaching and learning environments, which means they must invest resources in promoting the proper management of conflicts that arise in the academic context. This study aims to analyse university students’ perceptions of conflict, emphasising its conceptualisation and the most common types encountered in this setting, relating it to the variables of gender and religion. Design/methodology/approach To this end, quantitative research was conducted using the Questionnaire on Conflict in the University, on a purposive sample of 1,281 Spanish university students enrolled in education-related degree programmes. Findings The results show that students perceive conflict in a moderately positive light, recognising its educational potential, although traditional views that consider it a problem also coexist. The most common conflicts are related to organisational tensions, especially problems in institutional management and vertical communication, while more serious ones, such as harassment or discrimination, are perceived as infrequent. These perceptions vary according to gender and religion, highlighting the influence of sociocultural and educational factors. Research limitations/implications A significant limitation is the difficulty in extrapolating the results to other contexts. Practical implications The findings underscore the importance of promoting specific training in conflict management and fostering an inclusive and participatory university culture that improves student coexistence and well-being. Social implications Today’s higher education institutions increasingly require safe and democratic teaching and learning environments, which means they must invest resources in promoting adequate management of conflicts that arise in the academic context. Originality/value There is very little existing literature that relates gender and religion variables to the perception of and conflict management in higher education. The authors are therefore convinced that this study represents a novel, relevant and timely proposal, offering empirical data that can guide decision-making in diverse and complex university contexts.
Intercultural and Interreligious Dialogue Competences in Adolescents in Barcelona and Melilla (Spain) Inmaculada Alemany-Arrebola, Miguel Ángel Gallardo-Vigil, María del Mar Ortiz-Gómez, Ruth Vilà-Baños Religions, 2024 Contemporary societies are increasingly multireligious, multiethnic, and multicultural, but to what extent are they ready for coexistence? This paper evaluates the competencies for intercultural and interreligious dialogue in two very different contexts: Barcelona and Melilla, two cities with great ethnic and cultural diversity, in which it is easy to have contact with people of different cultures and religions. To this end, we worked with a total of 1353 adolescents and young people, and four scales were used to evaluate intercultural and interreligious sensitivity, conflict management skills, and prejudices towards unaccompanied migrant minors. The findings suggest that in neither of these two contexts do adolescents and young people form relationships with these minors, despite accepting religious diversity and being educated at school in topics relating to coexistence and spirituality. In fact, participants showed a high level of prejudice towards this population. Implementation of more effective intervention programs in both cities is therefore recommended.
Coping and well-being in university students: sex and cultural differences Gloria Rojas-Ruiz, Inmaculada Alemany-Arrebola, Ángel C. Mingorance-Estrada Frontiers in Education, 2024 For the psychological and personal well-being of university students, it is considered essential to study the coping strategies they use when faced with conflictive situations in the academic context and the resources that the institution offers to help them overcome these challenges. The objective of this work is to evaluate the effect of sex and culture on the different coping strategies that higher education students use in the face of the difficulties they face in the academic environment. For this purpose, the questionnaire “Coping Strategies Inventory (CSI)” was applied to a sample of 1,281 university students. The results indicate that there are significant differences in the problem-solving strategies used depending on gender and culture, finding interaction between these variables, with European women being the ones who use active strategies the most. On the contrary, men of Berber origin, are the ones who use less coping strategies, both active (emotional expression and social support) and passive (desiderative thinking), to resolve conflicts.
Gender Stereotypes in Adolescents: An Analysis in a Multicultural Context Gracia González-Gijón, Inmaculada Alemany-Arrebola, Francisca Ruiz-Garzón, María del Mar Ortiz-Gómez Revista Colombiana De Educacion, 2024 El proceso de construcción de género es un proceso intra- e interindividual que se desarrolla por una interacción constante del sujeto con su contexto social y cultural, en el que se adquieren creencias y actitudes sobre lo que es típico de hombres y mujeres. El presente estudio, desarrollado en Melilla, ciudad española multicultural situada al norte de África, analiza los estereotipos de género basados en esas creencias culturales de adolescentes, teniendo en cuenta el sexo y su procedencia cultural. Para esto, se ha seleccionado una muestra de 1837 estudiantes de 1.º y 3.º de Educación Secundaria Obligatoria (eso) y 1.º de bachillerato, a los que se les solicitó contestar un cuestionario elaborado ad hoc para esta investigación. Los resultados, después de la aplicación de la prueba t y el análisis multivariado de covarianza, indican que los chicos tienen más arraigados los estereotipos de género que las chicas, y en ambos casos es elevada su interiorización. Además, la procedencia cultural influye en la consolidación de estas creencias de género como consecuencia de los estilos de crianza y valores culturales en los que se han socializado.
Sexuality and Religious Ethics: Analysis in a Multicultural University Context Silvia Navarro-Prado, María Angustias Sánchez-Ojeda, Ángel Fernández-Aparicio, María Ángeles Vázquez-Sánchez, Fernando Jesús Plaza del Pino, et al. Healthcare Switzerland, 2023 Sexuality is still perceived by some cultures as a taboo subject. Although there is now a more open attitude towards sexuality, the maintenance of virginity is one of the most concerning issues in some religions. The aim of this research is to investigate the sexual behavior of university students and analyze how culture and religion influence the beliefs and maintenance of virginity in women and men. A mixed methodology was used, involving 355 students in the quantitative design and 18 informants for the qualitative study who took part in two focus groups. The results indicate that religion and the degree of religious practice are predictor variables for the decision to have penetrative sex, with Muslim women and men giving more importance to the maintenance of a woman’s virginity. However, this hymen-centric view does not prevent other sexual practices, such as oral and/or anal sex, among young people who wish to maintain their virginity until marriage. Religious ethics continue to influence the sexual behavior of young people today. Therefore, nursing education must address these issues to improve the affective sexual health of the population.
Exercise, Mediterranean Diet Adherence or Both during Pregnancy to Prevent Postpartum Depression—GESTAFIT Trial Secondary Analyses Marta Flor-Alemany, Jairo H. Migueles, Inmaculada Alemany-Arrebola, Virginia A. Aparicio, Laura Baena-García International Journal of Environmental Research and Public Health, 2022 Targeting lifestyle behaviors during pregnancy is crucial to prevent the highly prevalent postpartum depression and its consequences. In these secondary analyses of an intervention trial to investigate the effects of concurrent exercise training on postpartum depression, we aimed to investigate the potential role of Mediterranean diet (MD) adherence on the exercise effects. A total of 85 pregnant women met the per-protocol criteria (exercise n = 46, control n = 39). The exercise program was delivered in 60 min sessions, 3 days/week, from the 17th gestational week until birth. Women’s dietary habits were assessed with a food frequency questionnaire. The Mediterranean Food Pattern (an MD index) was derived from it to assess MD adherence. We used the Edinburgh Postnatal Depression Scale to assess postpartum depression. The postpartum depression score was not statistically different between control and exercise groups (p > 0.05). A higher consumption of fruits (β = −0.242, p = 0.022), lower intake of red meat and subproducts (β = 0.244, p = 0.020), and a greater MD adherence (β = −0.236, p = 0.027) were associated with lower levels of postpartum depression. Greater adherence to the MD during pregnancy was associated with fewer depressive symptoms and a lower risk of postpartum depression. Postnatal depression was not reduced by prenatal exercise. Promoting fruit consumption while controlling the intake of red meat during pregnancy might prevent postnatal depression.
Goal orientations in students of secondary: An analysis in a multicultural context Publicaciones De La Facultad De Educacion Y Humanidades Del Campus De Melilla, 2015
Practice frequency and reasons for participation in physical activities in gender and age function of 13-14 years old schoolchildren from melilla Publicaciones De La Facultad De Educacion Y Humanidades Del Campus De Melilla, 2013
Validation of a questionnaire for measuring music self-concept in students at basic and professional levels of conservatory Electronic Journal of Research in Educational Psychology, 2012
Influence of family factors in school drop-out: A study within a multicultural context Electronic Journal of Research in Educational Psychology, 2011
An approach to evolutive development of children: Level of knowledge and information request Revista De Educacion, 2010
