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
January-June 2024
Published: 31-01-2025
ARTICLES
Anxiety and depression in educational settings: Prevalence, assessment, and impact on psychological adjustment
M. Ángeles Casares, Adriana Díez-Gómez, Alicia Pérez-Albéniz, Eduardo Fonseca-Pedrero
Risk profiles of social anxiety for interpersonal difficulties in a sample of Spanish adolescents
Dori J.A. Urbán, José M. García-Fernández, Cándido J. Inglés
Psychological structure of teacher well-being: Justification of a situated model
Juan Romeo Dávila Ramírez, Juan Antonio Huertas Martínez, Francisco Antonio Leal Soto
Responsibility as a predictor of climate and school violence through autonomous motivation in Physical Education classes: Differences based on sex and educational stage
David Manzano-Sánchez, Alfonso Valero-Valenzuela, David Hortigüela-Alcalá
Future work self and proactive career behavior, the serial mediating effect of academic passion and resilience
Miguel Bernabé, Richard Merhi, Ana Lisbona, Francisco Palací
Identifying the role of emotional intelligence in achievement emotions and their effects on deep learning strategies in university students
Ana Nieto, Javier Sánchez-Rosas, Consuelo Gómez-Iñiguez
From A to Z: effects of a 2nd-grade reading intervention program for struggling readers
João Lopes, Pedro S. Martins, Célia Oliveira, João Ferreira, João Tiago Oliveira, Nuno Crato
Effect of an early intervention program for oral and written language on the reasoning ability of students at risk of learning disabilities
Isaías Martín-Ruiz, Maria-José González-Valenzuela
Accompaniment of transsexuality at school: A qualitative study with the families
Lucía González-Mendiondo, Nieves Moyano, Aingeru Mayor
Promoting mindfulness in training psychoterapists in a university setting: A pilot study
Andrés E. Zerpa, María Teresa Miró, Emiliano Díez, María A. Alonso
- 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.