Revista de psicodidáctica

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  Año 2022, Vol. 27, Número 2. Texto Completo Ejemplar

  • What does the social and emotional learning interventions (SEL) tell us?: a meta-analysis

    Tuncay Ergene, Murat Agırkan

    • Resumen
    • Texto completo

    págs. 97-108

    

  • Multilevel meta-analysis of school mindfulness-based intervention programs in Spain

    María José Arenilla Villalba, David Alarcón, Amapola Povedano Díaz

    • Resumen
    • Texto completo

    págs. 109-117

    

  • Cooperative learning interventions and associated outcomes in future teachers: a systematic review

    Javier Fernández Río, Sergio Rivera Pérez, Damián Iglesias Gallego

    • Resumen
    • Texto completo

    págs. 118-131

    

  • Bidirectional association between normative adjustment and bullying perpetration in adolescence: a prospective longitudinal study

    Eva María Romera Félix, Manuel Carmona Rojas, Rosario Ortega Ruiz, Antonio Camacho

    • Resumen
    • Texto completo

    págs. 132-140

    

  • Bullying in adolescence: impact on socioemotional and behavioral adjustment

    Ildefonso Álvarez Marín, Alicia Pérez de Albéniz Iturriaga, Beatriz Lucas Molina, Vanesa Martínez Valderrey, Eduardo Fonseca Pedrero

    • Resumen
    • Texto completo

    págs. 141-148

    

  • The prediction of teacher credibility on student motivation: academic engagement and satisfaction as mediating variables

    Facundo Alberto Peña Froment, Manuel de Besa Gutiérrez

    • Resumen
    • Texto completo

    págs. 149-157

    

  • 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 study

    María Caballero Cobos, Vicente J. Llorent García

    • Resumen
    • Texto completo

    págs. 158-167

    

  • Emotional intelligence and social support of teachers: exploring how personal and social resources are associated with job satisfaction and intentions to quit job

    Sergio Mérida López, Cirenia Quintana Orts, Taina Hintsa, Natalio Extremera Pacheco

    • Resumen
    • Texto completo

    págs. 168-175

    

  • Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity

    Raymond K.W. Sum, Tristan Wallhead, Fong-Jia Wang, Siu-Ming Choi, Ming-Hui Li, Yong Liu

    • Resumen
    • Texto completo

    págs. 176-185

    

  • Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: a systematic review

    Juan Martínez Cubelos, J. C. Ripoll Salceda

    • Resumen
    • Texto completo

    págs. 186-193