| The role of executive function in social competence and behavioural problems in childhood education |
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| Teacher assertiveness in the development of students' social competence |
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| El papel de la asertividad docente en el desarrollo de la competencia social de su alumnado |
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| Effect of the “Aprender a Convivir” program on social competence and behavioral problems in three-year-old children,Efecto del programa Aprender a Convivir en la competencia social y en los problemas de conducta del alumnado de 3 años |
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| Do negative acts in Italian academia have a quadratic relationship with determinants of health? |
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| Longitudinal study of the effects of the aprender a convivir program on children’s social competence,Estudio longitudinal de los efectos del programa Aprender a Convivir en la competencia social infantil |
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| The longitudinal effect of the Aprender a Convivir (learning to live together) programme in childhood: The development of social competence,Efecto longitudinal del programa Aprender a Convivir en la infancia: Desarrollo de la competencia social |
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| Autorregulación personal y enseñanza reguladora para predecir el rendimiento y la confianza académica: nueva evidencia para el modelo DIDEPRO |
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| Personal self-regulation and regulatory teaching to predict performance and academic confidence: New evidence for the DEDEPRO ModelTM |
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| Factor structure of the Self-Regulation Questionnaire (SRQ) at spanish universities |
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| Science Learning: A path analysis of its links with reading comprehension, question-asking in class and science achievement |
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| The effects of question-generation training on metacognitive knowledge, self regulation and learning approaches in science |
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| Learning approaches and reading comprehension: The role of student questioning and prior knowledge |
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| Aprender a convivir. Un programa para la mejora de la competencia social del alumnado de educación infantil y primaria |
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| "Aprender a convivir". A prevention program for improving social competence in 3 to 12 year olds |
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| Enseñanza reguladora, y aprendizaje autorregulado en universitarios: estudio de validez confirmatorio de las escalas EIPEA |
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| Estudio de las atribuciones hacia el maltrato entre iguales del alumnado agresor frente al no agresor, mediante el Cuestionario SCAN-Bullying. |
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| A study of mental attributions toward bullying in students ages 10 to 16, through the SCAN-bullying questionnaire |
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| Regulatory teaching and self-regulated learning in college students: Confirmatory validation study of the IATLP Scales |
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| The effects of perpetrator age and abuse disclosure on the relationship between feelings provoked by child sexual abuse and posttraumatic stress |
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| Factor structure analysis of the Preschool and Kindergarten Behavior Scale scores in Spanish population |
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| A model of the effects of child sexual abuse on post-traumatic stress: The mediating role of attributions of blame and avoidance coping |
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| Results of the aprender a convivir program for development of social competence and prevention of antisocial behavior in four-year-old children |
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| Desarrollo de la competencia social y prevención del comportamiento antisocial en niños de 3 años |
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| Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje, Versión del estudiantes (EEPEA-E) |
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| Validation study of the scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S) | Estudio de validación de la Escala para la Evaluación del Proceso de Enseñanza-Aprendizaje, Versión del estudiantes (EEPEA-E) |
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| Improving the quality of higher education throughout psycho-pedagogical intervention |
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| Confirmatory factor analysis of the PKBS-2 subscales for assessing social skills and behavioral problems in preschool education. |
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| Learning approaches, self-regulation and achievement in three European universities |
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| Child sexual abuse coping and long term psychological adjustment |
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| Effects of an intervention program for improving social competence among Primary Education students from Bolivia |
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| The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level |
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| The DEDEPROtm Model of Regulated Teaching and Learning: recent advances. |
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| Efectos de usar herramientas electrónicas en la mejora de la regulación del proceso enseñanza-aprendizaje |
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| The phenomenon of mobbing among university employees |
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| The study of the expectations at the University: Analysis of empirical projects and future lines of investigation | El estudio de las expectativas en la universidad: Análisis de trabajos empíricos y futuras líneas de investigación |
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| The study of expectations at the university: Analysis of empirical works and future lines of investigation |
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| The DEDEPROTM model of regulated teaching and learning: Recent advances |
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| Effects of using online tools in improving regulation of the teaching-learning process: TLPA & PLEYADE |
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| Effects of phonological awareness and phoneme-grapheme correspondence training on illiterate adults' literacy acquisition |
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| El maltrato entre escolares y otras conductas-problema para la convivencia. |
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| Bullying: description and analysis of the phenomenon. |
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| Towards a new explicative model of antisocial behaviour |
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| Enfoques de aprendizaje, percepción del proceso de enseñanza-aprendizaje y rendimiento de universitarios |
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| Lexical Processing of Ambiguous Words: Dominance or Associative Strength? |
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| Perceptions about the construction of academic and professional competencies in psychologists |
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| A cross-sectional study about meaning access processes for homographs |
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| Regulación de la enseñanza para la autorregulación del aprendizaje en la Universidad |
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| A evaluación interactiva como estrategia reguladora del proceso de enseñanza-aprendizaje |
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| Escala de Estrategias de Aprendizaje ACRA-Abreviada para Alumnos Universitarios |
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| Abridged ACRA scale of learning strategies for university students. |
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| Development of Memory Structures for Homographs Using Pathfinder Network Representations |
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| Efectos de la estructura silábica sobre el reconocimiento de palabras en adultos analfabetos entrenados en lectura y conciencia fonológica |
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| Estudio de las estrategias de aprendizaje en alumnos de educación de adultos |
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| Diferencias en los procesos motivacionales y afectivos de los estudiantes ante una situación de estrés, según el estilo de acción-emoción |
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| Diferencias de género en las técnicas de aprendizaje utilizadas por los alumnos universitarios |
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| Differential allocation of study time: Incomplete compensation for the difficulty of the materials |
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| Allocation of time in self-paced memory tasks: The role of practice, instructions, and individual differences in optimizing performance |
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| The Sources of Error in Spanish Writing (Research Note) |
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| Factores condicionantes de las estrategias de aprendizaje y del rendimiento académico en alumnos universitarios, a través de las escalas acra |
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| Desarrollo del conocimiento de palabras en lectores normales y retrasados en función de diferentes variables lingüísticas (Development of word recognition in normal and delayed readers as a function of different linguistic variables) |
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| LEX I and II: Two databases of surface word forms for psycholinguistic research in Spanish |
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| The influence of lexical and sublexical variables in normal and poor Spanish readers |
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| Learning strategies, styles and approaches: an analysis of their interrelationships |
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