ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Social, Basic and Methodological Psychology
Areas: Social Psychology
Center Faculty of Education Sciences
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable | 1st year (Yes)
Social Psychology of Education aims to develop a range of knowledge that, from a psychosocial perspective, explains and describes aspects of behavior and the situations in which it occurs.
Teaching, research, and professional development are the pillars of this subject, shaped by the distinctive characteristics typical of academic work:
– Understanding the disciplinary scope of Psychosociology within the context of Education;
– Acquiring and mastering the theoretical and methodological knowledge necessary to apply Psychosociology to educational settings;
– Using and understanding methodological foundations in a way that allows their application to the realities under study;
– Analyzing scientifically proven and verified applications, adapting them to the specific field of education.
Beyond these elements, the guiding thread of this academic planning lies in the expectation that students will become familiar with psychological facts, psychosocial phenomena, and applied Psychosociology. Understanding how and why Social Psychology and its professionals perceive and interpret reality is the primary goal.
Thematic Structure of the Subject
In relation to Social Psychology of Education, the subject includes the following content:
THEORETICAL CONTENT:
Conceptualization of the subject:
• Basic ideas on the analysis of behavior in social situations.
Psychosocial processes:
• Social cognition.
• Person perception and causal attribution.
• Attitudes: attitudes and interpersonal relationships; stereotypes, prejudice, and discrimination; values.
• Social norms.
• Values.
• Social influence.
PRACTICAL CONTENT (12 sessions in total):
• Essay (1): Correlation & Causality
• Interactive 2: Perception and Attribution
• Interactive 3: Social Cognition
• Interactive 4: Feelings
• Interactive 5: Ego
• Interactive 6: Failure
• Interactive 7: Empathy & Compassion
• Interactive 8: Boredom
• Interactive 9: Attitude Change Campaigns
• Interactive 10: Recategorization
• Interactive 11: Social Norms
• Interactive 12: Values
MANDATORY READINGS (subject to evaluation):
Ovejero Bernal, A., Morales Domínguez, J. F., & Yubero Jiménez, S. (2018). Psicología social de la educación (1ª ed.). Editorial UOC.
Sabucedo, J.M. y Morales, J. F. (2015). Psicología Social. Madrid: Editorial Médica Panamericana (Disponible en su versión electrónica en https://www.medicapanamericana.com/mx/libro/psicologia-social-sabucedo-…)
SUPPLEMENTARY REFERENCES:
Arias Orduña, A. V., et al. (2012). Psicología social aplicada. Médica Panamericana.
Blanco, A., Horcajo, J., & Sánchez, F. (2017). Cognición social. Pearson.
Blouet-Chapiro, Ch., & Ferry, G. (1991). El psicosociólogo en la clase. Paidós.
Cava, M. J., & Musitu, G. (2002). La convivencia en la escuela. Paidós.
Fàbregues, S. (2016). Técnicas de investigación social y educativa (1.ª ed. en lengua castellana). Universidad Abierta de Cataluña.
Fernández Sedano, I., Lois, D., Fuster Ruiz De Apodaca, M. J., Vázquez Botana, A., & Fernández Arregui, S. (2023). Psicología social (Vol. 2). Sanz y Torres.
Forgas, J. P., Crano, W. D., & Fiedler, K. (Eds.). (2020). Applications of social psychology: How social psychology can contribute to the solution of real world problems (1st ed.). Routledge.
Gaviria, E., López, M., & Cuadrado, I. (2019). Fundamentos de psicología social. Sanz y Torres.
Heizen, T., & Goodfriend, W. (2022). Social psychology. SAGE.
Jiménez Burillo, F. (2022). Escritos sobre psicología social de la ciencia y del conocimiento (A. Blanco & C. M. Alcover, Eds.). Sanz y Torres.
Morales Domínguez, J. F. (2025). Invitación a la psicología social (1ª ed.). Sanz y Torres.
Moriano León, J. A., Topa Cantisano, G., Prado Silván Ferrero, M., García Ael, C., & Bustillos López, A. (2023). Psicología social (Vol. 1). Sanz y Torres.
Sánchez Suricalday, A., & Villajos González, L. (2018). Resolución de conflictos: Habilidades y técnicas para educadores (1.ª ed.). Editorial CCS.
USEFUL RESOURCES (online materials and academic journals)
Basic and General Competencies
CB1 - Demonstrate knowledge and understanding in a field of study based on general secondary education, supported by advanced textbooks and including aspects reflecting the latest developments in the discipline.
CG2 - Analyze sociopolitical, economic, educational, cultural, and linguistic realities relevant to the professional role of social educators, in both diagnostic and prospective terms.
CG3 - Apply theoretical and methodological knowledge for planning and evaluating educational interventions, considering the circumstances, needs, challenges, and expectations of the individuals and groups involved.
CG4 - Promote and implement educational and/or socio-educational actions in various institutional and community contexts, through direct work with individuals and groups, and through advising, mediation, management, organization, coordination, support, and evaluation of initiatives.
Transversal Competencies
CT2 - Collaborate and engage in teamwork with other professionals.
CT3 - Develop self-critical thinking and the ability to reflect, analyze, and synthesize knowledge, tasks, and roles.
CT4 - Actively engage in problem-solving and decision-making.
Specific Competencies
CE1.2 - Critically analyze socio-economic, political, educational, and cultural realities and the fields of educational action in which social educators operate.
Teaching Methodology
Aligned with the general objectives and theoretical-practical themes, the course involves discussing the program and proposing applicable initiatives; presenting lines of work derived from theoretical and practical content; and analyzing applied experiences in relevant fields.
Each module—theoretical, practical, and applied—will include contextual information and work materials shared in advance.
Learning activities include:
Reading and analyzing theoretical foundations that frame the course content.
Preparing reports based on practical sessions, aimed at clarifying the origin of psychosocial knowledge and commonly used techniques. Specific content and deadlines will be announced. A final theoretical report will also be required.
Materials for lectures and practical assignments will be uploaded in the virtual classroom ahead of each session.
Reports from practical classes may be submitted via email or in print, following environmental sustainability guidelines.
Participation in readings and practical sessions will be monitored and guided by the instructor and will contribute to the final individual grade.
An objective criterion of evaluation will be the completion of a written exam on the course content, based on mandatory readings.
Final grade breakdown:
60% for the final exam (complementing continuous assessment).
40% for practical reports and class attendance.
Students with officially granted exemption from class attendance will complete a written exam on the specified course content and submit a monographic paper on an agreed topic. Grade breakdown: 70% written exam, 30% paper.
To pass the course, students must complete and submit all required evaluation tasks on time and pass each component based on established criteria.
All individual and group assignments must be original. Any copied work will result in a failing grade and assessment in the next session.
Work submitted for this course cannot be reused for other courses, unless part of a coordinated activity.
In the event of academic dishonesty, the official USC regulations on academic performance and grade review will apply.
Repeating students are only required to complete the final written exam.
Official exemption from class attendance will follow USC regulations.
On-site hours:
Theoretical sessions: lecture-based and interactive sessions.
Practical sessions: in-person tutoring in small groups.
Off-site hours:
Weekly: 1 hour of theoretical study.
Exam preparation: 15 hours.
The University of Santiago de Compostela is a face-to-face institution. Attendance to at least 80% of classes is mandatory. Students may request official exemption in accordance with Faculty regulations.
Summarize theoretical topics, emphasizing key content related to organizational processes.
Use personal experiences to illustrate psychological processes discussed in class.
Prepare assessments using summaries of main theoretical and practical content.
Repeating or non-attending students will be assessed according to the criteria for the current academic year.
ENVIRONMENTAL RECOMMENDATIONS
Individual or group assignments for the course must be submitted electronically via the virtual campus.
Gender Perspective
In line with gender equality criteria within the university context, the use of non-sexist language is recommended both in classroom activities and in academic work.
Use of the RAI email account is mandatory.
Use of institutional technological tools is mandatory: Virtual Campus, Microsoft Office 365, and other tools provided by the faculty and authorized by the university as official tools (e.g., Lifesize).
Mobile phones may not be used, except when indicated by the lecturer as a working tool. In such cases, students are responsible for any legal or academic consequences resulting from inappropriate use.
Teaching and learning activities (classes / tutorials) are considered private processes, understood as communication and exchange between the lecturer and the students enrolled in the course.
Compliance with data protection regulations is mandatory: https://www.usc.gal/gl/institucional/goberno/area/normativa/proteccion-…
Cristina Gómez Roman
Coordinador/a- Department
- Social, Basic and Methodological Psychology
- Area
- Social Psychology
- Phone
- 881813796
- cristina.gomez [at] usc.es
- Category
- Professor: Temporary PhD professor
| Monday | |||
|---|---|---|---|
| 09:00-10:30 | Grupo /CLIS_03 | - | ROOM 1 (LIFE CAMPUS -Module C2) |
| 12:00-13:30 | Grupo /CLIS_02 | Galician | ROOM 1 (LIFE CAMPUS -Module C2) |
| Thursday | |||
| 10:30-12:00 | Grupo /CLE_01 | Galician | CLASSROOM 2-3 (LIFE CAMPUS -Module C2) |
| 12:00-13:30 | Grupo /CLIS_01 | Galician | ROOM 1 (LIFE CAMPUS -Module C2) |
| 01.14.2026 09:00-11:00 | Grupo /CLE_01 | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |
| 06.18.2026 12:00-14:00 | Grupo /CLE_01 | CLASSROOM 6-7 (LIFE CAMPUS -Module A) |