Vol. 27 No. 2 (2022)

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 38 | PDF (Español) Downloads 62 PDF Downloads 64

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

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Abstract 24 | PDF (Español) Downloads 36 PDF Downloads 33

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

Javier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Abstract 37 | PDF (Español) Downloads 46 PDF Downloads 546

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 13 | PDF (Español) Downloads 30 PDF Downloads 22

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 25 | PDF (Español) Downloads 87 PDF Downloads 43

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

Facundo Froment, Manuel de-Besa Gutiérrez
Abstract 21 | PDF (Español) Downloads 40 PDF Downloads 43

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 13 | PDF (Español) Downloads 31 PDF Downloads 17

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 14 | pdf (Español) Downloads 24 PDF Downloads 40

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 21 | PDF (Español) Downloads 37 PDF Downloads 20