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 126 | PDF (Español) Downloads 308 PDF Downloads 220

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

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Abstract 94 | PDF (Español) Downloads 249 PDF Downloads 98

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

Javier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Abstract 106 | PDF (Español) Downloads 200 PDF Downloads 671

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 65 | PDF (Español) Downloads 156 PDF Downloads 74

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 118 | PDF (Español) Downloads 421 PDF Downloads 240

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

Facundo Froment, Manuel de-Besa Gutiérrez
Abstract 78 | PDF (Español) Downloads 270 PDF Downloads 249

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 74 | PDF (Español) Downloads 155 PDF Downloads 126

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 69 | pdf (Español) Downloads 146 PDF Downloads 184

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 92 | PDF (Español) Downloads 252 PDF Downloads 98