Información de la revista
The academically engaged life of mastery-oriented students: Causal ordering among positive emotions, mastery-approach goals, and academic engagement
Jesus Alfonso D. Datu, Jana Patricia M. Valdez, Weipeng Yang
Rev Psic. 2022;27:1-8
Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity
José Carlos Núñez, Ellián Tuero, Estrella Fernández, Francisco Javier Añón, Emmanuel Manalo, Pedro Rosário
Rev Psic. 2022;27:9-20
Improving the prediction and understanding of academic success: The role of personality facets and academic engagement
Cristina Serrano, Sergio Murgui, Yolanda Andreu
Rev Psic. 2022;27:21-8
School and student determinants of reading performance: A multilevel analysis with Portuguese students
João Lopes, Célia Oliveira, Patrícia Costa
Rev Psic. 2022;27:29-37
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students
Ana 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
Autogenic meditation training in a randomized controlled trial: A framework for promoting mental health and attention regulation in children
Juan M. Guiote, Vanessa Lozano, Miguel Ángel Vallejo, Blanca Mas
Rev Psic. 2022;27:47-55
Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children
Miguel Angel Tapia-Serrano, Javier Sevil-Serrano, David Sánchez-Oliva, Mikel Vaquero-Solís, Pedro Antonio Sánchez-Miguel
Rev Psic. 2022;27:56-65
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 trial
Carolina Casado-Robles, Daniel Mayorga-Vega, Santiago Guijarro-Romero, Jesús Viciana
Rev Psic. 2022;27:66-75
Interplay of psychological reactance, burnout, and spiritual intelligence: A case of Iranian EFL teachers
Reza Pishghadam, Nouroddin Yousofi, Asieh Amini, Maryam Sadat Tabatabayeeyan
Rev Psic. 2022;27:76-85
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