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
July-December 2024
Published: 23-06-2025
ARTICLES
Efficacy of a multi-risk internet prevention program: Safety.net
Jessica Ortega-Barón, J. M. Machimbarrena, Adoración Díaz-Lóepz, Vanessa Caba-Machado, Blanca Tejero-Claver, Joaquín González-Cabrera
Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions
Yanhong Zeng, Yi Liu, Jian E. Peng
Predicting the pre-service teachers’ teaching intention from educator-created (dis)empowering climates: A self-determination theory-based longitudinal approach
Antonio Granero-Gallegos, Ginés D. López-García, Rafael Burgueño
Academic trajectories: The role of engagement as a mediator in the decision of university dropout or persistence
Celia Galve-González, Ana B. Bernardo, José Carlos Núñez
Using profile analysis and ROC curves to examine the relationship between perfectionism and academic self-efficacy in secondary school students
Andrea Fuster-Rico, María Vicent, Carolina Gonzálvez, María Pérez-Marco, Lucía Granados-Alós, Raquel Suriá
Active break as a tool for improving attention in the educational context. A systematic review and meta-analysis
Eduardo Melguizo-Ibáñez, Félix Zurita-Ortega, Gabriel González-Valero, Pilar Puertas-Molero, Pedro Tadeu, José Luis Ubago-Jiménez, José Manuel Alonso-Vargas
Do perceived motor competence and physical literacy mediate the association between actual motor competence and physical activity engagement?
Nuria Ortega-Benavent, Cristina Menescardi, Jaime Cárcamo-Oyarzún, Isaac Estevan
On the role of non-linguistic rhythm skills in the early stages of formal learning to read
Nieves Valencia-Naranjo, Nuria Calet, María Auxiliadora Robles-Bello, Nicolás Gutiérrez-Palma
How does peer tutoring contribute to the development of reading comprehension? Evidence from ten years of practice
Marta Flores, Jesús Ribosa, David Duran
Exploring the synergy of improved convolutional neural networks and attention mechanisms for potential STEM knowledge concept recommendation in MOOCs
Xia Xiaona, Qi Wanxue
- 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.