Journal Information
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1879
Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit jobSergio Mérida-López, Cirenia Quintana-Orts, Taina Hintsa, Natalio Extremera
Rev Psic. 2022;27:168-75
1879
Open access
Open Article
1437
The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental studyMaría Caballero, Vicente J. Llorent
Rev Psic. 2022;27:158-67
1437
Open access
Open Article
1242
Multilevel meta-analysis of school mindfulness-based intervention programs in SpainMaría José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Rev Psic. 2022;27:109-17
1242
Open access
Open Article
692
Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal studyEva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho
Rev Psic. 2022;27:132-40
692
Open access
Open Article
11
What does the social and emotional learning interventions (SEL) tell us? A meta-analysisMurat Ağırkan, Tuncay Ergene
Rev Psic. 2022;27:97-108
11
7
School and student determinants of reading performance: A multilevel analysis with Portuguese studentsJoão Lopes, Célia Oliveira, Patrícia Costa
Rev Psic. 2022;27:29-37
7
5
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school studentsAna Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez
Rev Psic. 2022;27:38-46
5
4
Bullying in adolescence: Impact on socioemotional and behavioral adjustmentIldefonso Álvarez Marín, Alicia Pérez-Albéniz, Beatriz Lucas-Molina, Vanesa Martínez Valderrey, Eduardo Fonseca-Pedrero
Rev Psic. 2022;27:141-8
4
3
Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in childrenMiguel Angel Tapia-Serrano, Javier Sevil-Serrano, David Sánchez-Oliva, Mikel Vaquero-Solís, Pedro Antonio Sánchez-Miguel
Rev Psic. 2022;27:56-65
3
3
Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: A systematic reviewJuan Martínez-Cubelos, Juan Cruz Ripoll Salceda
Rev Psic. 2022;27:186-93
3
3
Effect of a Sport Education-based teaching unit in Physical Education on high school students’ social networks and quantitative sociometry scores: A cluster randomized control trialCarolina Casado-Robles, Daniel Mayorga-Vega, Santiago Guijarro-Romero, Jesús Viciana
Rev Psic. 2022;27:66-75
3
2
Do teachers’ engaging messages predict motivation to learn and performance?Elisa Santana-Monagas, David W. Putwain, Juan L. Núñez, Juan F. Loro, Jaime León
Rev Psic. 2022;27:86-95
2
1
Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activityRaymond K.W. Sum, Tristan Wallhead, Fong-Jia Wang, Siu-Ming Choi, Ming-Hui Li, Yong Liu
Rev Psic. 2022;27:176-85
1
1
Improving the prediction and understanding of academic success: The role of personality facets and academic engagementCristina Serrano, Sergio Murgui, Yolanda Andreu
Rev Psic. 2022;27:21-8
1
1
Interplay of psychological reactance, burnout, and spiritual intelligence: A case of Iranian EFL teachersReza Pishghadam, Nouroddin Yousofi, Asieh Amini, Maryam Sadat Tabatabayeeyan
Rev Psic. 2022;27:76-85
1
1
Cooperative learning interventions and associated outcomes in future teachers: A systematic reviewJavier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Rev Psic. 2022;27:118-31
1