El último índice de impacto JCR 2016 de la Revista de Psicodidáctica ha sido 2,237 (Q2). Agradecemos a las autoras y a los autores, así como a las personas que realizan las revisiones, su contribución a la calidad de la Revista.
About the Journal
Six-monthly journal for teachers and researchers, published since 1996, founded and directed by Alfredo Goñi Grandmontagne for twelve years. The journal was first published on-line in 2010.
Over recent years it has gradually increased its impact factor in various databases, both in the Spanish and in the international scopes.
The Journal publishes scientific works conducted in accordance with the strictest scientific principles which contribute to the advance of scientific knowledge in the field in which psychology and didactics meet and overlap. In particular, it focuses on the meeting of educational psychology and the didactics of different subjects (language, literature, mathematics, social science, experimental science, physical expression, musical expression and plastic expression, etc.).
It is directed by Professor Igor Esnaola Etxaniz, from the University of the Basque Country.
Databases, catalogues and directories in which the Revista de Psicodidáctica is indexed: SSCI (ISI), Francis, Zeitschriften-datenbank, Cindoc (ISOC), Cirbic, Psicodoc, Psedisoc, Ccuc, Redalyc, Latindex, Rebiun, Compludoc, Google Scholar, Cbuc, Scopus, IRESIE.
The ISSN for the paper edition is 1136-1034 and the ISSN for the electronic edition is 2254-4372.
The information needed for subscription is on the paper edition that can be found on the Subscription Form.
All the articles from number 17 (1) (2012) on are published in both ENGLISH and the ORIGINAL LANGUAGE.
In order to browse the website in English, choose ENGLISH on the right column.
FROM NOW ON, IF YOU WANT TO SENT AN ARTICLE TO REVISTA DE PSICODIDÁCTICA FOR POSSIBLE PUBLICATION, YOU MUST ACCESS THE ELSEVIER WEBSITE.
Current Issue
Published: 30-07-2026
ARTICLES
Bullying victimization and bystander behavior in bullying: Examining the mediating roles of social anxiety and social-emotional competence
Ruoxin Gao, Xiaowei Chu
Students’ perceived social support in the transition from Primary to Secondary Education: Grade-related trends and association with cybervictimization
Mónica Rodríguez-Enríquez, David Álvarez-García, Sarai Rodríguez-Alvarado, Martina Ares-Ferreirós
The influence of information and social overload on academic performance: The role of social media fatigue, cognitive depletion, and self-control
Xin Wang, Xuanzhu Zhao, Changsheng Yu
Reciprocal relations between teacher engaging messages and student motivation
Jaime León, Fernando Núñez-Regueiro, Elisa Santana-Monagas
Measuring Spanish students’ perception of teachers’ emotionally intelligent behavior: Relationships to academic and individual outcomes
Natalio Extremera, Manuel Pulido-Martos, Sergio Mérida-López, Lourdes Rey, Zorana Ivcevic
Anxiety, emotional regulation and academic performance in early primary students: Impact of an intervention
Raquel Gomis, Núria Garcia-Blanc, Agnès Ros-Morente, Gemma Filella-Guiu
The influence of the educational platform Rain Classroom on emotional intelligence, creativity, academic independence, and concentration of Chinese students: An empirical study
Weiwei Jiang
The impact of a service-learning program based on social and emotional learning to prevent internet gaming addiction among adolescents
Francisco D. Fernández-Martín, Patricia Ayllón-Salas, Santiago Alonso-García, Francisco-Javier Hinojo-Lucena
Knowing and understanding cultural heritage in digital environments: An approach using MIMIC and network models
Olaia Fontal, Alex Ibañez-Etxeberria, Víctor E. Gil-Biraud, Benito Arias
Analysis of cognitively loaded physical tasks and active breaks for the improvement of executive functions in the school context. A systematic review and meta-analysis
Félix Zurita-Ortega, Gabriel González-Valero, José Luis Ubago-Jiménez, Eduardo Melguizo-Ibáñez
- Vol.30, No.2 (2025)
- Vol.30, No.1 (2025)
- Vol.29, No.2 (2024)
- Vol.29, No.1 (2024)
- Vol.28, No.2 (2023)
- Vol.28, No.1 (2023)
- Vol.27, No.2 (2022)
- Vol.27, No.1 (2022)
- Vol.26, No.2 (2021)
- Vol.26, No.1 (2021)
- Vol.25, No.2 (2020)
- Vol.25, No.1 (2020)
- Vol.24, No.2 (2019)
- Vol.24, No.1 (2019)
- Vol.23, No.2 (2018)
- Vol.23, No.1 (2018)
- Vol.22, No.2 (2017)
- Vol.22, No.1 (2017)
- Vol.21, No.2 (2016)
- Vol.21, No.1 (2016)
- Vol.20, No.2 (2015)
- Vol.20, No.1 (2015)
- Vol.19, No.2 (2014)
- Vol.19, No.1 (2014)
- Vol.18, No.2 (2013)
- Vol.18, No.1 (2013)
- Vol.17, No.2 (2012)
- Vol.17, No.1 (2012)
- Vol.16, No.2 (2011)
- Vol.16, No.1 (2011)
- Vol.15, No.2 (2010)
- Vol.15, No.1 (2010)
- Vol.14, No.2 (2009)
- Vol.14, No.1 (2009)
- Vol.13, No.2 (2008)
- Vol.13, No.1 (2008)
- Vol.12, No.2 (2007)
- Vol.12, No.1 (2007)
- Vol.11, No.2 (2006)
- Vol.11, No.1 (2006)
- Vol.10, No.2 (2005)
- Vol.10, No.1 (2005)
- Vol.9, No.1 (2004)
- Vol.15, No.1 (2003)
- Vol.14, No.2 (2002)
- Vol.13, No.1 (2002)
- Vol.2, No.11-12 (2001)
- Vol.1, No.10 (2000)
- Vol.9, No.1 (2000)
- Vol.1, No.8 (1999)
- Vol.1, No.7 (1999)
- Vol.1, No.6 (1998)
- Vol.1, No.5 (1998)
- Vol.1, No.3 (1997)
- Vol.1, No.3 (1997)
- Vol.1, No.2 (1996)
- Vol.1, No.1 (1996)
El último índice de impacto JCR 2016 de la Revista de Psicodidáctica ha sido 2,237 (Q2). Agradecemos a las autoras y a los autores, así como a las personas que realizan las revisiones, su contribución a la calidad de la Revista.
La revista de Psicodidáctica tiene el siguiente porcentaje de artículos rechazados en los años 2010, 2011, 2012, 2014 y 2015.