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 ScholarCbuc, 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.


Current Issue

July–December 2022

Published: 01-07-2023


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

Murat Ağırkan, Tuncay Ergene
Abstract 67 | PDF (Español) Downloads 145 PDF Downloads 116

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

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Abstract 49 | PDF (Español) Downloads 111 PDF Downloads 60

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

Javier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Abstract 64 | PDF (Español) Downloads 96 PDF Downloads 583

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

Eva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho
Abstract 30 | PDF (Español) Downloads 75 PDF Downloads 37

Bullying in adolescence: Impact on socioemotional and behavioral adjustment

Ildefonso Álvarez Marín, Alicia Pérez-Albéniz, Beatriz Lucas-Molina, Vanesa Martínez Valderrey, Eduardo Fonseca-Pedrero
Abstract 58 | PDF (Español) Downloads 196 PDF Downloads 128

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

Facundo Froment, Manuel de-Besa Gutiérrez
Abstract 34 | PDF (Español) Downloads 103 PDF Downloads 96

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
Abstract 27 | PDF (Español) Downloads 77 PDF Downloads 45

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
Abstract 23 | pdf (Español) Downloads 78 PDF Downloads 96

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

Juan Martínez-Cubelos, Juan Cruz Ripoll Salceda
Abstract 40 | PDF (Español) Downloads 98 PDF Downloads 45