Vol. 27 No. 2 (2022)

July–December 2022

Published: 01-07-2023

ARTICLES

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

Murat Ağırkan, Tuncay Ergene
Abstract 181 | PDF (Español) Downloads 458 PDF Downloads 304
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Multilevel meta-analysis of school mindfulness-based intervention programs in Spain

María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Abstract 183 | PDF (Español) Downloads 389 PDF Downloads 157
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Cooperative learning interventions and associated outcomes in future teachers: A systematic review

Javier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Abstract 188 | PDF (Español) Downloads 251 PDF Downloads 829
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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 122 | PDF (Español) Downloads 213 PDF Downloads 107
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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 240 | PDF (Español) Downloads 640 PDF Downloads 458
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The prediction of teacher credibility on student motivation: Academic engagement and satisfaction as mediating variables

Facundo Froment, Manuel de-Besa Gutiérrez
Abstract 194 | PDF (Español) Downloads 402 PDF Downloads 496
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Teacher training on neuroeducation for improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study

María Caballero-Cobos, Vicente J. Llorent
Abstract 205 | PDF (Español) Downloads 422 PDF Downloads 131
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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 157 | PDF (Español) Downloads 209 PDF Downloads 234
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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 166 | pdf (Español) Downloads 221 PDF Downloads 315
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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 159 | PDF (Español) Downloads 491 PDF Downloads 182
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