PhD in Psychological Development, Learning and Health

2020/2021

Quality assurance

The UDC International Doctoral School (EIDUDC) is subject to an Internal Quality Assurance System (IQAS) which governs all UDC PhD programmes ratified by Royal Decree-Law 99/2011, in compliance with EU Standards and Guidelines for Quality Assurance in the EHEA. For more information, see documentation relating to the UDC International Doctoral School Internal Quality Assurance System (Regulations for the implementation and administration of the International Doctoral School SGIC for UDC PhD programmes ratified under RD 99/2011; International Doctoral School IQAS Manual; International Doctoral School IQASProcedures).

Guidelines for the monitoring and supervision of the student learning process and outcomes are established in the IQAS Procedures document. The bodies and mechanisms responsible for the coordination, evaluation and continuous improvement of the programme of study are as follows:

Academic Committee for PhD Programmes (CAPD): university body responsible for the academic coordination of PhD programmes and academic decisions regarding PhD degree and degree candidates. The CAPD establishes the guidelines and procedures for the programme coordinator and all individuals involved in the degree. A UDC coordinator is appointed for all UDC PhD programmes ratified under RD 99/2011, including inter-university programmes operated by partner universities.

EIDUDC Quality Assurance Committee (CGC): body responsible for formulating and monitoring the SGIC and PhD degree programmes. The CGC also fulfils an internal communication role within the EIDUDC in relation to its objectives, plans, programmes and responsibilities. An annual monitoring report is produced by the EIDUDC Permanent Committee, acting in the name of the CGC.

Learning outcomes

The International Doctoral School IQAS sets out the standards and indicators applied by Academic Committees in relation to UDC PhD programmes for the measurement and analysis of learning outcomes and academic standards.

These indicators include the number of doctoral theses defended, ‘International Doctorate’ certifications awarded, PhDs completed within the published time scale (3-4 years), PhDs awarded and PhDs abandoned, in addition to the average timescale for completion of the degree.

Quality assurance

To ensure that the title is developed in accordance with the verification report presented the center conducts an annual monitoring report in accordance with the procedures of the center IQAS and results. This report is reviewed by the ACSUG, external evaluation agency.

The outcome of this analysis will emerge corrective actions and improvement proposals that achieve the intended objectives and the improvement of the degree.

Committees

In order to ensure proper standards and quality at UDC, a specific academic management committee of the PhD programme will be established.

Rodríguez Martínez, Susana
Coordinadora
Peralbo Uzquiano, Manuel
Secretario
Valle Arias, Antonio
Vocal PDI
Fernández García, Rosa María
Vocal PDI

Program tracking facts

Period Value
Places offered
Number of places for new students entering PhD (IPD01)
2019/2020 10
Demand
Number of applicants for PhD admission (IPD02)
2019/2020 13
First-time enrollment
Number of first-time enrollment students in PhD (IPD03)
2019/2020 8
First-time enrollment by adaptation
Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)
2019/2020 0
Total enrollment
Total number of students enrolled (IPD04)
2019/2020 46
First-time enrollment coming from other universities
Ratio between the number of first-time enrolled students coming from other universities and the total number of first-time enrolled students in the program (IPD05)
2019/2020 62.5
Percentage of foreign students
Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)
2019/2020 15.22
Percentage of first-time enrolled students who need training complements
Ratio between the number of students enrolled who need training complements and the total number of new students enrolled in the programme (IPD07)
2019/2020 0
Percentage of full-time enrollees
Ratio between the number of students under full time status and the number of students enrolled in the programme (IPD08.1)
2019/2020 52.17
Percentage of partial-time enrollees
Ratio between the number of students under half time status and the number of students enrolled in the programme (IPD08.2)
2019/2020 6.52
Percentage of enrollees under mixed status
Ratio between the number of students under mixed status and the number of students enrolled in the programme (IPD08.3)
2019/2020 41.3
Percentage of enrollees who carried out a stay passed by the CAPD (Outgoing)
Ratio between the number of students who carried out a stay as visiting researchers passed by the CAPD (outgoing students) and the total number of students enrolled in the programme (IPD09.1)
2019/2020 4.35
Percentage of enrollees who carried out a stay passed by the CAPD at UDC (Incoming)
Number of students who carried out a stay as visiting researchers passed by the CAPD (incoming students) (IPD09.2)
2019/2020 n/a
Percentage of enrollees with a grant or pre-doctoral contract
Ratio between the number of students with a grant or pre-doctoral contract and the number of students enrolled in the programme (IPD11)
2019/2020 2.17
Percentage of theses defended by students who had several directors
Ratio between the number of theses defended by students of the programme who had several directors and the total number of defended theses in the programme (IPD14)
2019/2020 25
Percentage of examination board members coming from an foreign institution
Ratio between the number of examination board members of thesis linked to the programme coming from an foreign institution and the total umber of examination board members of thesis linked to the programme (IPD17)
2019/2020 16.67
Total number of defended thesis
Total number of defended thesis linked to the programme (IPD18.1)
2019/2020 5
Percentage of defended thesis written by full-time students
Ratio between the total number of defended thesis written by students under full time status and the total number of defended theses in the programme (IPD18.2.1)
2019/2020 80
Percentage of defended thesis written by partial-time students
Ratio between the total number of defended thesis written by students under partial time status and the total number of defended theses in the programme (IPD18.2.2)
2019/2020 0
Percentage of defended thesis written by students under mixed status
Ratio between the total number of defended thesis written by students under mixed status and the total number of defended theses in the programme (IPD18.2.3)
2019/2020 20
Total number of tesis written in Galician
Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)
2019/2020 0
Total number of tesis written in Spanish
Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)
2019/2020 5
Total number of tesis written in other languages
Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)
2019/2020 0
Average duration of studies of full-time students
Average duration of studies for students under full time status who defended a thesis (in days) (IPD18.4.1)
2019/2020 1,499
Average duration of studies of partial-time students
Average duration of studies for students under half time status who defended a thesis (in days) (IPD18.4.2)
2019/2020 n/a
Average duration of studies of students under mixed time status
Average duration of studies for students under mixed time status who defended a thesis (in days) (IPD18.4.3)
2019/2020 1,639
Success rate. Percentage of students who defended their theses without asking for an extension
Ratio between the number of doctoral students who defended their theses without asking for an extension and the total number of defended thesis linked to the programme (IPD18.5.1)
2019/2020 20
Success rate. Percentage of students who defended their theses after asking for the first extension
Ratio between the number of doctoral students who defended their theses after asking for the first extension and the total number of defended thesis linked to the programme (IPD18.5.2)
2019/2020 0
Success rate. Percentage of students who defended their theses after asking for the second extension
Ratio between the number of doctoral students who defended their theses after asking for the second extension and the total number of defended thesis linked to the programme (IPD18.5.3)
2019/2020 80
Percentage of "cum laude" theses
Ratio between the number of defended theses linked to the programme with "Cum Laude" qualification and the total number of defended thesis linked to the programme (IPD18.6)
2019/2020 60
Percentage of theses with International Component
Ratio between the number of defended theses linked to the programme with International Component and the total number of defended thesis linked to the programme (IPD18.7)
2019/2020 40
Period Value
Places offered
Number of places for new students entering PhD (IPD01)
2018/2019 10
Demand
Number of applicants for PhD admission (IPD02)
2018/2019 19
First-time enrollment
Number of first-time enrollment students in PhD (IPD03)
2018/2019 11
First-time enrollment by adaptation
Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)
2018/2019 0
Total enrollment
Total number of students enrolled (IPD04)
2018/2019 45
First-time enrollment coming from other universities
Ratio between the number of first-time enrolled students coming from other universities and the total number of first-time enrolled students in the program (IPD05)
2018/2019 45.45
Percentage of foreign students
Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)
2018/2019 13.33
Percentage of first-time enrolled students who need training complements
Ratio between the number of students enrolled who need training complements and the total number of new students enrolled in the programme (IPD07)
2018/2019 0
Percentage of full-time enrollees
Ratio between the number of students under full time status and the number of students enrolled in the programme (IPD08.1)
2018/2019 55.56
Percentage of partial-time enrollees
Ratio between the number of students under half time status and the number of students enrolled in the programme (IPD08.2)
2018/2019 11.11
Percentage of enrollees under mixed status
Ratio between the number of students under mixed status and the number of students enrolled in the programme (IPD08.3)
2018/2019 33.33
Percentage of enrollees who carried out a stay passed by the CAPD (Outgoing)
Ratio between the number of students who carried out a stay as visiting researchers passed by the CAPD (outgoing students) and the total number of students enrolled in the programme (IPD09.1)
2018/2019 6.67
Percentage of enrollees with a grant or pre-doctoral contract
Ratio between the number of students with a grant or pre-doctoral contract and the number of students enrolled in the programme (IPD11)
2018/2019 6.67
Percentage of theses defended by students who had several directors
Ratio between the number of theses defended by students of the programme who had several directors and the total number of defended theses in the programme (IPD14)
2018/2019 60
Percentage of examination board members coming from an foreign institution
Ratio between the number of examination board members of thesis linked to the programme coming from an foreign institution and the total umber of examination board members of thesis linked to the programme (IPD17)
2018/2019 11.11
Total number of defended thesis
Total number of defended thesis linked to the programme (IPD18.1)
2018/2019 3
Percentage of defended thesis written by full-time students
Ratio between the total number of defended thesis written by students under full time status and the total number of defended theses in the programme (IPD18.2.1)
2018/2019 66.67
Percentage of defended thesis written by partial-time students
Ratio between the total number of defended thesis written by students under partial time status and the total number of defended theses in the programme (IPD18.2.2)
2018/2019 0
Percentage of defended thesis written by students under mixed status
Ratio between the total number of defended thesis written by students under mixed status and the total number of defended theses in the programme (IPD18.2.3)
2018/2019 33.33
Total number of tesis written in Galician
Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)
2018/2019 0
Total number of tesis written in Spanish
Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)
2018/2019 3
Total number of tesis written in other languages
Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)
2018/2019 0
Average duration of studies of full-time students
Average duration of studies for students under full time status who defended a thesis (in days) (IPD18.4.1)
2018/2019 1,182
Average duration of studies of partial-time students
Average duration of studies for students under half time status who defended a thesis (in days) (IPD18.4.2)
2018/2019 n/a
Average duration of studies of students under mixed time status
Average duration of studies for students under mixed time status who defended a thesis (in days) (IPD18.4.3)
2018/2019 1,697
Success rate. Percentage of students who defended their theses without asking for an extension
Ratio between the number of doctoral students who defended their theses without asking for an extension and the total number of defended thesis linked to the programme (IPD18.5.1)
2018/2019 33.33
Success rate. Percentage of students who defended their theses after asking for the first extension
Ratio between the number of doctoral students who defended their theses after asking for the first extension and the total number of defended thesis linked to the programme (IPD18.5.2)
2018/2019 33.33
Success rate. Percentage of students who defended their theses after asking for the second extension
Ratio between the number of doctoral students who defended their theses after asking for the second extension and the total number of defended thesis linked to the programme (IPD18.5.3)
2018/2019 33.33
Percentage of "cum laude" theses
Ratio between the number of defended theses linked to the programme with "Cum Laude" qualification and the total number of defended thesis linked to the programme (IPD18.6)
2018/2019 100
Percentage of theses with International Component
Ratio between the number of defended theses linked to the programme with International Component and the total number of defended thesis linked to the programme (IPD18.7)
2018/2019 33.33
Period Value
Places offered
Number of places for new students entering PhD (IPD01)
2017/2018 10
Demand
Number of applicants for PhD admission (IPD02)
2017/2018 27
First-time enrollment
Number of first-time enrollment students in PhD (IPD03)
2017/2018 9
First-time enrollment by adaptation
Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)
2017/2018 2
Total enrollment
Total number of students enrolled (IPD04)
2017/2018 37
First-time enrollment coming from other universities
Ratio between the number of first-time enrolled students coming from other universities and the total number of first-time enrolled students in the program (IPD05)
2017/2018 44.44
Percentage of foreign students
Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)
2017/2018 18.92
Percentage of first-time enrolled students who need training complements
Ratio between the number of students enrolled who need training complements and the total number of new students enrolled in the programme (IPD07)
2017/2018 0
Percentage of full-time enrollees
Ratio between the number of students under full time status and the number of students enrolled in the programme (IPD08.1)
2017/2018 62.16
Percentage of partial-time enrollees
Ratio between the number of students under half time status and the number of students enrolled in the programme (IPD08.2)
2017/2018 5.41
Percentage of enrollees under mixed status
Ratio between the number of students under mixed status and the number of students enrolled in the programme (IPD08.3)
2017/2018 29.73
Percentage of enrollees who carried out a stay passed by the CAPD (Outgoing)
Ratio between the number of students who carried out a stay as visiting researchers passed by the CAPD (outgoing students) and the total number of students enrolled in the programme (IPD09.1)
2017/2018 5.41
Percentage of enrollees who carried out a stay passed by the CAPD at UDC (Incoming)
Number of students who carried out a stay as visiting researchers passed by the CAPD (incoming students) (IPD09.2)
2017/2018 n/a
Percentage of enrollees with a grant or pre-doctoral contract
Ratio between the number of students with a grant or pre-doctoral contract and the number of students enrolled in the programme (IPD11)
2017/2018 10.81
Percentage of theses defended by students who had several directors
Ratio between the number of theses defended by students of the programme who had several directors and the total number of defended theses in the programme (IPD14)
2017/2018 66.67
Percentage of examination board members coming from an foreign institution
Ratio between the number of examination board members of thesis linked to the programme coming from an foreign institution and the total umber of examination board members of thesis linked to the programme (IPD17)
2017/2018 0
Total number of defended thesis
Total number of defended thesis linked to the programme (IPD18.1)
2017/2018 1
Percentage of defended thesis written by full-time students
Ratio between the total number of defended thesis written by students under full time status and the total number of defended theses in the programme (IPD18.2.1)
2017/2018 100
Percentage of defended thesis written by partial-time students
Ratio between the total number of defended thesis written by students under partial time status and the total number of defended theses in the programme (IPD18.2.2)
2017/2018 0
Percentage of defended thesis written by students under mixed status
Ratio between the total number of defended thesis written by students under mixed status and the total number of defended theses in the programme (IPD18.2.3)
2017/2018 0
Total number of tesis written in Galician
Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)
2017/2018 0
Total number of tesis written in Spanish
Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)
2017/2018 1
Total number of tesis written in other languages
Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)
2017/2018 0
Average duration of studies of full-time students
Average duration of studies for students under full time status who defended a thesis (in days) (IPD18.4.1)
2017/2018 1,218
Average duration of studies of partial-time students
Average duration of studies for students under half time status who defended a thesis (in days) (IPD18.4.2)
2017/2018 n/a
Average duration of studies of students under mixed time status
Average duration of studies for students under mixed time status who defended a thesis (in days) (IPD18.4.3)
2017/2018 n/a
Success rate. Percentage of students who defended their theses without asking for an extension
Ratio between the number of doctoral students who defended their theses without asking for an extension and the total number of defended thesis linked to the programme (IPD18.5.1)
2017/2018 0
Success rate. Percentage of students who defended their theses after asking for the first extension
Ratio between the number of doctoral students who defended their theses after asking for the first extension and the total number of defended thesis linked to the programme (IPD18.5.2)
2017/2018 100
Success rate. Percentage of students who defended their theses after asking for the second extension
Ratio between the number of doctoral students who defended their theses after asking for the second extension and the total number of defended thesis linked to the programme (IPD18.5.3)
2017/2018 0
Percentage of "cum laude" theses
Ratio between the number of defended theses linked to the programme with "Cum Laude" qualification and the total number of defended thesis linked to the programme (IPD18.6)
2017/2018 100
Percentage of theses with International Component
Ratio between the number of defended theses linked to the programme with International Component and the total number of defended thesis linked to the programme (IPD18.7)
2017/2018 0
Period Value
Places offered
Number of places for new students entering PhD (IPD01)
2016/2017 10
Demand
Number of applicants for PhD admission (IPD02)
2016/2017 16
First-time enrollment
Number of first-time enrollment students in PhD (IPD03)
2016/2017 10
First-time enrollment by adaptation
Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)
2016/2017 1
Total enrollment
Total number of students enrolled (IPD04)
2016/2017 37
First-time enrollment coming from other universities
Ratio between the number of first-time enrolled students coming from other universities and the total number of first-time enrolled students in the program (IPD05)
2016/2017 30
Percentage of foreign students
Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)
2016/2017 10.81
Percentage of first-time enrolled students who need training complements
Ratio between the number of students enrolled who need training complements and the total number of new students enrolled in the programme (IPD07)
2016/2017 0
Percentage of full-time enrollees
Ratio between the number of students under full time status and the number of students enrolled in the programme (IPD08.1)
2016/2017 70.27
Percentage of partial-time enrollees
Ratio between the number of students under half time status and the number of students enrolled in the programme (IPD08.2)
2016/2017 8.11
Percentage of enrollees under mixed status
Ratio between the number of students under mixed status and the number of students enrolled in the programme (IPD08.3)
2016/2017 18.92
Percentage of enrollees who carried out a stay passed by the CAPD (Outgoing)
Ratio between the number of students who carried out a stay as visiting researchers passed by the CAPD (outgoing students) and the total number of students enrolled in the programme (IPD09.1)
2016/2017 0
Percentage of enrollees who carried out a stay passed by the CAPD at UDC (Incoming)
Number of students who carried out a stay as visiting researchers passed by the CAPD (incoming students) (IPD09.2)
2016/2017 0
Percentage of enrollees with a grant or pre-doctoral contract
Ratio between the number of students with a grant or pre-doctoral contract and the number of students enrolled in the programme (IPD11)
2016/2017 2.7
Percentage of theses defended by students who had several directors
Ratio between the number of theses defended by students of the programme who had several directors and the total number of defended theses in the programme (IPD14)
2016/2017 n/a
Percentage of examination board members coming from an foreign institution
Ratio between the number of examination board members of thesis linked to the programme coming from an foreign institution and the total umber of examination board members of thesis linked to the programme (IPD17)
2016/2017 n/a
Total number of defended thesis
Total number of defended thesis linked to the programme (IPD18.1)
2016/2017 0
Percentage of defended thesis written by full-time students
Ratio between the total number of defended thesis written by students under full time status and the total number of defended theses in the programme (IPD18.2.1)
2016/2017 0
Percentage of defended thesis written by partial-time students
Ratio between the total number of defended thesis written by students under partial time status and the total number of defended theses in the programme (IPD18.2.2)
2016/2017 0
Percentage of defended thesis written by students under mixed status
Ratio between the total number of defended thesis written by students under mixed status and the total number of defended theses in the programme (IPD18.2.3)
2016/2017 0
Total number of tesis written in Galician
Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)
2016/2017 0
Total number of tesis written in Spanish
Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)
2016/2017 0
Total number of tesis written in other languages
Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)
2016/2017 0
Average duration of studies of full-time students
Average duration of studies for students under full time status who defended a thesis (in days) (IPD18.4.1)
2016/2017 n/a
Average duration of studies of partial-time students
Average duration of studies for students under half time status who defended a thesis (in days) (IPD18.4.2)
2016/2017 n/a
Average duration of studies of students under mixed time status
Average duration of studies for students under mixed time status who defended a thesis (in days) (IPD18.4.3)
2016/2017 n/a
Success rate. Percentage of students who defended their theses without asking for an extension
Ratio between the number of doctoral students who defended their theses without asking for an extension and the total number of defended thesis linked to the programme (IPD18.5.1)
2016/2017 n/a
Success rate. Percentage of students who defended their theses after asking for the first extension
Ratio between the number of doctoral students who defended their theses after asking for the first extension and the total number of defended thesis linked to the programme (IPD18.5.2)
2016/2017 n/a
Success rate. Percentage of students who defended their theses after asking for the second extension
Ratio between the number of doctoral students who defended their theses after asking for the second extension and the total number of defended thesis linked to the programme (IPD18.5.3)
2016/2017 n/a
Percentage of "cum laude" theses
Ratio between the number of defended theses linked to the programme with "Cum Laude" qualification and the total number of defended thesis linked to the programme (IPD18.6)
2016/2017 n/a
Percentage of theses with International Component
Ratio between the number of defended theses linked to the programme with International Component and the total number of defended thesis linked to the programme (IPD18.7)
2016/2017 n/a

theses

publications

This is a sample of the scientific production of the PhD students and is intended to guide prospective students interested in this program. Under no circumstances should it be considered a full and exhaustive list of all the scientific production of the students. The information is supplied by the PhD students themselves in a relatively unstructured manner but it has been checked and approved by the academic committee.

Artículos en revistas internacionales
Ogneva, A. (en prensa, 2022). Exploring production of grammatical gender in L2 Spanish: is a transparent gender system easy to use for Russian-speaking students? Sintagma, 34. 
Ogneva, A. (en prensa, 2021). ¿Cómo escriben los aprendices hispanohablantes de nivel intermedio en ruso como LE? Un estudio sobre la influencia fonológica de la L1 en L2. ELUA: Estudios de Lingüística. Universidad de Alicante, 35.
Ogneva A. (en prensa, 2021). La sensibilidad a las claves lingüísticas y el uso del género gramatical en español: un estudio con niños diagnosticados con Trastorno Evolutivo del Lenguaje. Circulo de Lingüística Aplicada a la Comunicación, 85.
Rodríguez, S., Valle, A., Piñeiro, I., Rodríguez-Llorente, C., Guerrero, E., y Martins, L(2020).Sociodemographic Characteristics and Stress of People from Spain Confined by COVID-19. Eur. J. Investig. Health Psychol. Educ.10(4), 1095-1105; https://doi.org/10.3390/ejihpe10040077
Martins, L., Regueiro, B., Vieites, T., Rodríguez-Llorente, C., y Roldán, L. (2020). Comportamiento materno percibido y orientación a metas de los hijos/as. Electronic Journal of Research in Educational Psychology, 18(52), 523-548. http://dx.doi.org/10.25115/ejrep.v18i52.3315
Castro Alonso, V. (2021). Tras la estela pedagógica de Schönberg: el dodecafonismo como medio de composición musical en el aula de Secundaria. DIGILEC: Revista Internacional de Lenguas y Culturas7, 29-48. https://doi.org/10.17979/digilec.2020.7.0.7104
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R. y Valle, A. (2021). School Engagement, Academic Achievement, and Self-Regulated Learning. Sustainability13(6), 3011. https://doi.org/10.3390/su13063011
Botana, I., y Peralbo, M. (2020). Adaptación al español y propiedades psicométricas de la escala The Pragmatics Profile. Revista de Logopedia, Foniatría y Audiología. https://doi.org/10.1016/j.rlfa.2020.05.004
Rodríguez, S., Regueiro, B., Falcón, J., Rodríguez-Llorente, C., Vieites, T., y Piñeiro, I. (2021). Implicación en los deberes escolares y rendimiento académico en estudiantes de bachillerato. Bordón. Revista De Pedagogía, 73(1), 129-143. https://doi.org/10.13042/Bordon.2021.80886
Castro Alonso, V. y Chao Fernández, R. (2021). Valores cohesivos de la creación musical en el aula. Estudio intercultural a través del gamelán indonesio. ARTSEDUCA, 29, 181-194. https://dx.doi.org/10.6035/Artseduca.2021.29.14
Implications of the Estrogen Receptor Coactivators SRC1 and SRC2 in the Biological Basis of Gender Incongruence
Ferradás, M. M., Freire, C., Regueiro, B., Vieites, T. y Rodríguez-Llorente, C. (2021). Autoestima, metas de realização e estratégias de autoproteção: uma abordagem centrada na pessoa. Revista Portuguesa De Educação34(1), 264-284. https://doi.org/10.21814/rpe.20886 
FDEZ BARRAL, C., 2021. Incremento de uso del software educativo en tiempos de pandemia . Eduforics, Mar 30, Disponible en: https://www.eduforics.com/es/incremento-de-uso-del-software-educativo-en-tiempos-de-pandemia/
Estévez, I.; Rodríguez-Llorente, C.; Piñeiro, I.; González- Suárez, R. y Valle, A. (2021). School engagement, academic achievement and self-regulated learning. Sustainability, 13 (6). https://doi.org/10.3390/su13063011
Rodríguez, S.; Valle, A.; Piñeiro, I.; González-Suárez, R.; Díaz- Freire, F. y Vieites, T. (2021). COVID-19 lockdown: Key factors incitizen´s stress. Frontiers in Pshychologyhttp://doi.org/10.3389/fpsyg.2021.666891
Martins, L., Regueiro, B., Vieites, T., Rodríguez-Llorente, C., y Roldán, L. (2020). Comportamiento materno percibido y orientación a metas de los hijos/as.Electronic Journal of Research in Educational Psychology, 18(52), 523-548. http://dx.doi.org/10.25115/ejrep.v18i52.3315
Ferradás, M.M., Freire, C., Regueiro, B., Vieites, T., & Rodríguez-Llorente, C. (2021). Autoestima, metas de realização e estratégias de autoproteção: uma abordagem centrada na pessoa. Revista Portuguesa De Educação, 34(1). https://doi.org/10.21814/rpe.20886
Rodríguez, S.; Valle, A.; Piñeiro, I.; González-Suárez, R.; Díaz- Freire, F. y Vieites, T. (2021). COVID-19 lockdown: Key factors incitizen´s stress. Frontiers in Pshychologyhttp://doi.org/10.3389/fpsyg.2021.666891
Rodríguez, S., Estévez, I., Piñeiro, I., Valle, A., Vieites, T., & Regueiro, B. (2021). Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles. Sustainability13(16), 8707.  http://dx.doi.org/10.3390/su13168707
Ramirez K, Fernández R, Collet S, Kiyar M, Delgado-Zayas E, Gómez-Gil E, Van Den Eynde T, T’Sjoen G, Guillamon A, Mueller SC and Pásaro E (2021) Epigenetics Is Implicated in the Basis of Gender Incongruence: An Epigenome-Wide Association Analysis. Front. Neurosci. 15:701017. doi: 10.3389/fnins.2021.701017
Karla del Valle Ramírez, Rosa Fernández, Enrique Delgado-Zayas, Esther Gómez-Gil, Isabel Esteva, Antonio Guillamón, Eduardo Pásaro. (2021) Implications of the estrogen receptor coactivators SRC1 and SRC2 in the biological basis of gender incongruence. Sexual Medicine. Jun;9(3):100368. doi: 10.1016/j.esxm.2021.100368
Fernández R,Ramírez K, Gómez-Gil E, et al. Gender-AffirmingHormoneTherapyModifies the CpG Methylation Patternof the ESR1 Gene Promoter After Six Months of Treatment in Transmen. J Sex Med 2020
Fuentes, A., Umaña, P., Risso,A., & Facal, D. (2020). Ciencias Cognitivas y Educación: una propuesta de diálogo. Sophia, colección de Filosofía de la Educación, 30, 43-70.
Artículos en revistas nacionales
Aplicación de un programa de educación socio-emocional para el alumnado de primaria. (2020). Revista de Estudios e Investigación en Psicología y Educación, 7 (2)174-183
Martins, L., Regueiro, B., Vieites, T., Rodríguez-Llorente, C. y Roldán, L. (2020). Comportamiento materno percibido y orientación a metas de los hijos/as. Electronic Journal of Research in Educational Psychology, 18(3), 523-548. 
Rodríguez, S., Regueiro, B., Falcón, J., Rodríguez-Llorente, C., Vieites, T., y Piñeiro, I. (2021). Implicación en los deberes escolares y rendimiento académico en estudiantes de bachillerato. Bordón. Revista De Pedagogía, 73(1), 129-143.
ALDERSON, R. Matt, RAPPORT, Mark. D, & KOFLER, Michael. J. (2007). Attention- deficit/hyperactivity disorder and behavioral inhibition: a meta-analytic review of the stop-signal paradigm. Journal of Abnormal Child Psychology35(5), 745-758. https://doi.org/10.1007/s10802-007-9131-6ALLOWAY, Tracy P.; GATHERCOLE, Susan E.; WILLIS, Catherine; & ADAMS, Anne M. (2004). A structural analysis of working memory and related cognitive skills in young children. Journal of Experimental Child Psychology87(2), 85-106. https://doi.org/10.1016/j.jecp.2003.10.002ARTILES, Ceferino, JIMÉNEZ, Juan E. (2011). PVA: Problemas Verbales Aritméticos. En: Ceferino Artiles y Juan E. Jiménez, Normativización de instrumentos para la detección e identificación de las necesidades educativas del alumnado con trastorno por déficit de atención con o sin hiperactividad (TDAH) o alumnado con dificultades específicas de aprendizaje (DEA) (pp. 27– 44). Consejería de Educación, Universidades y Sostenibilidad. Dirección General de Ordenación, Innovación y Promoción Educativa. Disponible en: https://www.gobiernodecanarias.org/educacion/web/servicios/necesidades_apoyo_educativo/otras_neae/publicaciones/publicacion_00574/BAUERMEISTER, José J.; MATOS, Maribel, REINA, Graciela, SALAS, Carmen. C., MARTÍNEZ, José V., CUMBA, Eduardo, & BARKLEY, Russell A. (2005). Comparison of the DSM‐IV combined and inattentive types of ADHD in a school‐based sample of Latino/Hispanic children. Journal of Child Psychology and Psychiatry46(2), 166-179. https://doi.org/10.1111/ j.1469-7610.2004.00343.x
Capítulo de Libro
Castro Alonso, V. (2021). El desarrollo de actitudes interculturales a través de la creación musical: una experiencia inclusiva desde el gamelán indonesio. En V. Gisbert Caudeli y O.M. Alegre de la Rosa (Dirs. y Eds.), Inclusión e Innovación Educativa. Música y cultura como herramientas docentes (pp. 61-76). Valencia: Tirant Lo Blanch. ISBN: 978-84-18534-74-4
Castro Alonso, V. (2021). El potencial educativo de la musique concrète: una experiencia significativa de creación musical mediante las TIC. En V. Gisbert Caudeli y O.M. Alegre de la Rosa (Dirs. y Eds.), Inclusión e Innovación Educativa. Música y cultura como herramientas docentes (pp. 61-76). Valencia: Tirant Lo Blanch. ISBN: 978-84-18534-74-4
Fernández, R., Ramírez, K., Delgado-Zayas, E., Gómez-Gil, E., Esteva, I., Guillamon, A., & Pásaro, E. (2021). An analysis of the role of estrogens and the receptor coactivators in the basis of gender incongruence. In D. I. Kostoglou-Athanassiou (Ed.), Psychoneuroendocrinology (pp. 1–22). https://doi.org/10.5772/intechopen.96668
González-Suárez, R.; Martins, L.; Guerrero, E. y Rodriguez, S. (2021). Autoeficacia Percibida, Autorregulación y Rendimiento Académico en Educación Infantil. En Gómez- García, G., Ramos-Navas-Parejo, M., Rodríguez-Jimenez, C. y Cruz-Campos, J.C. (Eds) Teoría y práctica en investigación educativa: una perspectiva internacional. (pp. 1184 – 1194). Dykinson. ISBN: 978-84-1377-174-8. https://dialnet.unirioja.es/servlet/libro?codigo=792664
Rosa Fernández, Karla Ramírez, Enrique Delgado-Zayas, Esther Gómez-Gil, Isabel Esteva, Antonio Guillamon and Eduardo Pásaro (March 14th 2021). An Analysis of the Implication of Estrogens and Steroid Receptor Coactivators in the Genetic Basis of Gender Incongruence, Oxytocin and Health, Wei Wu and Ifigenia Kostoglou-Athanassiou, IntechOpen, DOI: 10.5772/intechopen.96668.
Rodríguez, S.; González-Suárez, R; Rodríguez- Llorente, Carolina; Estévez, Iris, y Xu, J. y (2021) Homework and self-regulation learning en “Handbook of homework: theoretical principles and practical applications”. Nova Science (Aceptado para su publicación)
Rodríguez- Llorente, Carolina; Vietes, Tania; González- Suárez, Rocio; Díaz-Freire, Fátima y Regueiro, Bibiana (noviembre, 2021). Homework: Conceptual Aspects and the variables involved en “Handbook of Homework: Theoretical Principles and Practical Applications” Nova Science (Pendiente publicación)
Otras publicaciones
Castro Alonso, V. (2021). Las TIC como vehículo de creación artística en el aula: expresión personal,collages sonoros y Audacity. En Martín Molares, M., Peñasco González, S.M. y Barros Roel, R. (Eds.), Nuevos Formatos para la oralidad en el aula. Bases y Experiencias I (pp. 195-221). ISBN: 978-84-18291-25-8
Martins, L., Roldán, L., González-Suárez, R. y Piñeiro, I (2020). Diferencias de género en el uso de estrategias volitivas en estudiantes de educación secundaria. En Gázquez, J.J., Molero, M. M. et al (Comp.) Actas del VI Congreso Internacional en Contextos Psicológicos, Educativos y de la Salud, 1, 158. Madrid, España. ISBN: 978-84-09-23752-4.
Artículos en revistas internacionales
Roldán, L., Rodríguez, C. y Vieites, T. (2019). El papel de la repetición y el rendimiento académico en el abandono escolar temprano. International Journal of Developmental and Educational Psychology. INFAD Revista de Psicología, 1(2), 83-92. 
Rodríguez, S., Núñez, J. C., Valle, A., Freire, C., Ferradás, M. M. y Rodríguez-Llorente, C. (2019). Relationship Between Students’ Prior Academic Achievement and Homework Behavioral Engagement: The Mediating/Moderating Role of Learning Motivation. Front. Psychol,10(1047). https://doi.org/10.3389/fpsyg.2019.01047 
Roldán, L., Rodríguez-Llorente, C. y Vieites, T. (2019). El papel de la repetición y el rendimiento académico en el abandono escolar temprano. Revista INFAD de Psicología.International Journal of Developmental and Educational Psychology, 1(2), 83-92. https://doi.org/10.17060/ijodaep.2019.n2.v1.1674 
Delgado-Lobete, L.; Montes-Montes, R.; Vila-Paz, A.; Talavera-Valverde, M.-Á.; Cruz-Valiño, J.-M.; Gándara-Gafo, B.; Ávila-Álvarez, A.; Santos-del-Riego, S. Subjective Well-Being in Higher Education: Psychometric Properties of the Satisfaction with Life and Subjective Vitality Scales in Spanish University Students. Sustainability202012, 2176.
Ogneva, A. (2023). A review on grammatical gender acquisition in monolingual Spanish-speaking children. Onomázein, 59. 10.7764/onomazein.59.03
Delgado-Lobete, L.; Montes-Montes, R.; Vila-Paz, A.; Talavera-Valverde, M.-Á.; Cruz-Valiño, J.-M.; Gándara-Gafo, B.; Ávila-Álvarez, A.; Santos-del-Riego, S. Individual and Environmental Factors Associated With Smoking, Alcohol and Illegal Drug Abuse in University Students: A Mediating Analysis. Int. J. Environ. Res. Public Health (ISSN 1660-4601)
Ogneva, A. (2020).“Research on early grammatical gender processing: What do we know about Spanish-speaking children?”. Estudios de Lingüística Aplicada, 72.
Ogneva, A. (2020). Gender agreement hierarchy in common gender and epicene nouns in Spanish. Borealis: An International Journal of Hispanic Linguistics, 9 (1), 279-292. https://doi.org/10.7557/1.9.1.4839
Analysis of Four Polymorphisms Located at the Promoter of the Estrogen Receptor Alpha ESR1 Gene in a Population With Gender Incongruence
Gender-Affirming Hormone Therapy Modifies the CpG Methylation Pattern of the ESR1 Gene Promoter After Six Months of Treatment in Transmen
Rodríguez. S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T., y Rodríguez-Llorente, C. (2020). Success in Mathematics and academic wellbeing in Primary School students. Sustainability, 12(9), 1-11. https://doi.org/10.3390/su12093796
Salamea, R. M., Fernández, J. C., y González, M. A. (2019) Obesidad, sobrepeso e insatisfacción corporal en estudiantes universitarios. Revista ESPACIOS, 40 (36). Recuperado de https://www.revistaespacios.com/a19v40n36/19403605.html
Salamea, R. M., Fernández, J. C., y Cedillo, L. F. (2019). Programa de conciencia plena (mindfulness) y compasión para la alimentación consciente en estudiantes universitarios obesos. Revista ESPACIOS40(40). Recuperado de https://www.revistaespacios.com/a19v40n40/19404026.html
Rosa Fernández, PhD,1,2 Enrique Delgado-Zayas, Pre-doc,1,2 Karla Ramírez, Pre-doc,1,2 Joselyn Cortés-Cortés, PhD,1,2 Esther Gómez-Gil, MD,3 Isabel Esteva, MD,4 Mari Cruz Almaraz, MD,4 Antonio Guillamon, MD,5 and Eduardo Pásaro, PhD1,2. Analysis of Four Polymorphisms Located at the Promoter of the Estrogen Receptor Alpha ESR1 Gene in a Population With Gender Incongruence. Sexual Medicine, 2020.
Rosa Fernández, PhD,1,2 Karla Ramírez,1,2 Esther Gómez-Gil, MD,3 Joselyn Cortés-Cortés, PhD,1,2 Mireia Mora, MD,4 Gloria Aranda, MD,4 Enrique Delgado Zayas,1,2 Isabel Esteva, MD,5 Mari Cruz Almaraz, MD,5 Antonio Guillamon, MD,6 and Eduardo Pásaro, PhD1,2. Gender-Affirming Hormone Therapy Modifies the CpG Methylation Pattern of the ESR1 Gene Promoter After Six Months of Treatment in Transmen. Sexual Medicine, 2020.
Roldán, L., Rodríguez-Llorente, C. y Vieites, T. (2019). El papel de la repetición y el rendimiento académico en el abandono escolar temprano. Revista INFAD de Psicología.International Journal of Developmental and Educational Psychology, 1 (2), 83-92. https://doi.org/10.17060/ijodaep.2019.n2.v1.1674 
Rodríguez, S., Regueiro, B., Piñeiro, I., Valle, A., Sánchez, B., Vieites, T. & Rodríguez-Llorente, C. (2020). Success in Mathematics and Academic Wellbeing in Primary-School Students. Sustainability, 12, 3796; doi:10.3390/su12093796
Fraguela-Vale R, Varela-Garrote L, Carretero-García M and Peralbo-Rubio EM (2020) Basic Psychological Needs, Physical Self-Concept, and Physical Activity Among Adolescents: Autonomy in Focus. Front. Psychol. 11:491. doi: 10.3389/fpsyg.2020.00491
Artículos en revistas nacionales
Villavicencio, C.& López Larrosa, S. (2019). Funcionamiento familiar y estrategias de afrontamiento de madres y padres de preescolares con discapacidad intelectual. Revista Ciencia UNEMI, 12(31), 140-153.
Ogneva, A. (2019). ¿Es caracol una chica o un chico? El efecto del género gramatical sobre nuestro sistema cognitivo. Ciencia Cognitiva, 13:3, 64-67.
Vieites, T. (2019) Dificultades en atención y memoria en alumnado de Educación Primaria con Trastorno por Déficit de Atención e Hiperactividad. Revista de Psicología y Educación, 14(2), 136-143.
Ogneva, A. (aceptado). Exploring grammatical gender in L2 Spanish: is a transparent gender system easy to use for Russian-speaking students? Sintagma, 34.
Capítulo de Libro
Díaz, Z.E.(2019). Lenguaje y música. El discurso musical desde una teoría general de la comunicación. En R. Lazcano (Ed.), Intellectum valde ama: Ama intensamente la inteligencia. Volumen III (pp. 1917-1942). Madrid: Pozuelo de Alarcón.
Libro
La adolescencia vista desde la epigenetica.
VV. AA. (2019) El alumnado con TDAH en la universidad. Guía de buenas prácticas. A Coruña: Universidade da Coruña/INGADA/Fundación María José Jove
Recensiones
Ogneva, A. (2019). Reseña de "How gender shapes the world", de Alexandra Y. Aikhenvald. Circulo de Lingüística Aplicada a la Comunicación, 78, 355-358.
Rodríguez-Llorente, C. (2020). Cómo realizar un estudio científico en ciencias sociales, de la educación y de la salud. Revista Española de Pedagogía, 78(276). https://revistadepedagogia.org/informaciones/ferraces-otero-m-j-godas-otero-a-y-garcia-alvarez-j-2019-como-realizar-un-estudio-cientifico-en-ciencias-sociales-de-la-educacion-y-de-la-salud-carolina-rodriguez-llorente/
Artículos en revistas internacionales
Alba Vila-Paz, Sergio Santos-del Riego, Pilar García-de la Torre. (2019). Perception of quality of life and personal autonomy in children and adolescents with ADHD: systematic review. ESHPA - Education, Sport, Health and Physical Activity, 3(1), 118-140.http://hdl.handle.net/10481/53933
González, M. A., Goñi-Artola, A., & Campos, A. (2019). The effect of the concordance of peer-generated keywords on language acquisition. North American Journal of Psychology, 21, 423-440.
Amigo-Ventureira, A. M. (En prensa). Un recorrido por la historia trans*: desde el ámbito biomédico al movimiento activista-social. Cadernos Pagu
Ogneva, A. (2019). Revisiting Research on Grammatical Gender Acquisition by Russian-Speaking Children. East European Journal of Psycholinguistics, 6 (1), 58–64. http://doi.org/10.5281/zenodo.3366013
Clemente, M., & Díaz, Z.E. (2018). Children with por attachment to their parents: Explanatory variables as a function of their perception of their parents’ behavior. Children and Yought Services Review, 87, 140-144.https://doi.org/10.1016/j.childyouth.2018.02.034
Artículos en revistas nacionales
Amigo-Ventureira, Ana M. (2018) Educadores sociais nas escolas?. Revista Galega de Educación, 72, 74-77. Recuperado de https://goo.gl/KM6PH8
Goñi-Artola, A., & González, M. Á. (2017). Eficacia de la mnemotecnia de la palabra clave en el recuerdo a largo plazo de palabras de un segundo idioma. Revista de Estudios e Investigación en Psicología y Educación, (1), 254-258. doi:10.17979/reipe.2017.0.01.2685
Goñi-Artola, A., & González, M. Á. (2017). Recuerdo inmediato inverso de palabras en euskera altas y bajas en imagen, mediante la mnemotecnia de la palabra clave. Revista de Estudios e Investigación en Psicología y Educación, (1), 250-253. doi:10.17979/reipe.2017.0.01.2683
Capítulo de Libro
Teles, R. e Machado, D. (2019): Violência Sexual. In Ferreira, R. e Moreira, M, (coord., 2019) Saúde Mental da Comunidade – Trauma e Resiliência, Cruz Vermelha Portuguesa, Vila Nova de Gaia
Ferreira, R., Moreira, M., Correia, P. e Teles, R. (2019): Trauma Psicológico. In Ferreira, R. e Moreira, M, (coord., 2019) Saúde Mental da Comunidade – Trauma e Resiliência, Cruz Vermelha Portuguesa, Vila Nova de Gaia
Notas
Alba Vila-Paz, Sergio Santos-del Riego, Pilar García-de la Torre. (2019). Perception of quality of life and personal autonomy in children and adolescents with ADHD: systematic review. ESHPA - Education, Sport, Health and Physical Activity, 3(1), 118-140.http://hdl.handle.net/10481/53933
Recensiones
Reseña de «Alejandra Auza and Richard G. Schwartz (eds.): Language Development and Disorders in Spanish-speaking children», 
Artículos en revistas internacionales
Fernández, R., Guillamón, A., Gómez-Gil, E., Esteva, I., Almaraz, M. C., Cortés-Cortés, J., ... & Pásaro, E. Analyses of karyotype by G-banding and high-resolution microarrays in a gender dysphoria population. Genes & Genomics, 1-9.https://doi.org/10.1007/s13258-017-0646-0
Estévez, I., Regueiro, B., Rodríguez, S., Piñeiro, I., Souto, A. y González-Sanmamed, M. (2018). Why students of Secondary Education complete more homework? European Journal of Investigation in Health, Psychology and Education, 8, 15-21.
Regueiro, B., Suárez N., Estévez, I., Rodríguez, S., Piñeiro, I. y Valle, A. (2018). Deberes escolares y rendimiento académico: un estudio comparativo entre el alumnado inmigrante y nativo. Revista de Psicología y Educación, 13, 92-98
Ferradás, M., Freire, C., Regueiro, B. y Estévez, I. (2017). Perfiles de múltiples metas y autoestima en estudiantes universitarios. Revista de estudios e investigación en Psicología y Educación, 1, 077-081. DOI: 10.17979/reipe.2017.0.01.2256
Souto-Seijo, A., Regueiro, B., y Estévez, I. (2017). Propuesta didáctica de Educación Ambiental en Educación Infantil. Revista de Estudios e Investigación en Psicología y Educación, 5, 001-004.
Piñeiro-Aguín, I., Rodríguez, S., Rodríguez, S., Regueiro, B., Estévez, I., y Ullauri, M. (2017). Actividad sexual en personas mayores. Revista de Estudios e Investigación en Psicología y Educación, 14, 042-046.
Ferradás, M.M, Freire, C. Regueiro, B., & Valle, A. (2018). Defensive pessimism, self-esteem, and achievement goals: A person-centered approach. Psicothema, 30(1), 53-58.
Valle, A., Regueiro, B., Suárez, N., Núñez, J.C., Rosário, P., & Pan, I. (2017). Rendimiento académico, enfoques de trabajo e implicación en los deberes escolares [Academic performance, work approaches and homework involvement]. Magis, Revista Internacional de Investigación en Educación, 10(20), 123-142. https://doi.org/10.11144/ Javeriana.m10-20.raet
Villavicencio, C. & López, S. (2017). Presencia de la discapacidad intelectual en la familia, afrontamiento de las madres. Revista Fides Et Ratio, Vol. 14, p.p 99-112 http://www.scielo.org.bo/scielo.php?script=sci_arttext&pid=S2071-081X2017000200007
Villavicencio-Aguilar, C., Romero, M., Criollo, M., & Peñaloza, W. (2018). Discapacidad y familia: Desgaste emocional. ACADEMO (Asunción): Revista de Investigación en Ciencias Sociales y Humanidades. Vol. 5 Nro. 1. p. 89 - 98. DOI: 10.30545/academo.2018.ene-jun.10 https://dialnet.unirioja.es/buscar/documentos?querysDismax.DOCUMENTAL_TODO=Discapacidad+y+familia%3A+Desgaste+emocional
Villavicencio, C., Espinosa, C., & Jiménez, I. (2018). Construcción de la identidad con base en el lenguaje. Ágora de heterodoxias Vol. 4 N° 1 2018. Barquisimeto, Venezuela/ pp. 26-43.http://bibvirtual.ucla.edu.ve/cgiwin/be_alex.exe?Autor=Villavicencio+Aguilar,+Carmita+Esperanza&Nombrebd=agora&Sesion=1845231529
Villavicencio, C., Arce, A., & Jaramillo, J.L. (2018). Recursos individuales, familiares y sociales para el afrontamiento de la discapacidad visual. Capítulo 3 estrategias Sociales en Estrategias educativas y sociales para la inclusión de la discapacidad. p. 3-14
Botana, I., & PEralbo Uzquiano, M. (2017). El papel de los hitos de desarrollo pragmático en la detección precoz de trastronos del neurodesarrollo.. Revista de Estudios e Investigación en Psicología y Educación, 0(09), 20-22. doi:http://dx.doi.org/10.17979/reipe.2017.0.09.2347
Botana, I., Peralbo, M., & García-Fernández, M. (2017). Indicadores tempranos de desarrollo pragmático y alteraciones del vínculo de apego. Revista de Estudios e Investigación en Psicología y Educación, 0(09), 23-26. doi:http://dx.doi.org/10.17979/reipe.2017.0.09.2349
Autores: Fernández, R., Guillamon, A., Cortés-Cortés, J., Gómez-Gil, E., Jácome, A., Esteva, I., ... & Pásaro, E.Año: (2018)Título: Molecular basis of Gender Dysphoria: androgen and estrogen receptor interaction.Revista: Psychoneuroendocrinology98, 161-167.
Alzubi, T.; Fernández, R., Flores, J., Duran, M. y Cotos, J. M. (2018). Improving the Working Memory During Early Childhood Education Through the Use of an Interactive Gesture Game-Based Learning Approach. IEEE Access, 6, 53998-54009. https://doi.org/10.1109/ACCESS.2018.2870575
Artículos en revistas nacionales
Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Valle, A. y Núñez, C. (2018).  Bienestar emocional de los estudiantes universitarios: el papel de la orientación a metas y las percepciones de control. Publicaciones, 48, 211-224
González-Sanmamed, M., Sangrà, A., Souto-Seijo, A. y Estévez, I. (2018). Ecologías de aprendizaje en la Era Digital: desafíos para la Educación Superior. Publicaciones, 48, 11-38.
Fernández-Abella, R., Peralbo-Uzquiano, M., Durán-Bouza, M., Brenlla-Blanco, J. C. y García-Fernández, M. (2018). Programa de intervención virtual para mejorar la memoria de trabajo y las habilidades matemáticas básicas en Educación Infantil. Revista de Psicodidáctica, XXX(XXX), XXX-XXX. https://doi.org/10.1016/j.psicod.2018.09.002
Prieto-Castaño, B., Fernández-Méndez, J., Salamea-Nieto, R., & González-Fernández, M. Ángeles. (2015). Eficacia de los programas preventivos de trastornos alimentarios en adolescentes: análisis bibliográfico. Revista De Estudios E Investigación En Psicología Y Educación, (14), 042-046. https://doi.org/10.17979/reipe.2015.0.14.331
Salamea-Nieto, R., Fernández-Méndez, J., Prieto-Castaño, B., & González-Fernández, M. Ángeles. (2015). Mindfulness, imagen corporal y prevención de los trastornos alimentarios en la adolescencia. Revista De Estudios E Investigación En Psicología Y Educación, (14), 047-050. https://doi.org/10.17979/reipe.2015.0.14.332
Goñi-Artola, A., & González, M. Á. (2015). Valoración de la mnemotecnia de la palabra clave para el aprendizaje de vocabulario en euskera: listas cortas de palabras. Revista de Estudios e Investigación en Psicología y Educación, 97-100. doi: 10.17979/reipe.2015.0.01.522(Mérito realizado durante el programa de doctorado de procedencia Psicoloxía da Saúde)
Goñi-Artola, A., & González, M. Á. (2015). Valoración de la mnemotecnia de la palabra clave para el aprendizaje de vocabulario en euskera: listas largas de palabras. Revista de Estudios e Investigación en Psicología y Educación, 105-108. doi: 10.17979/reipe.2015.0.01.537(Mérito realizado durante el programa de doctorado de procedencia Psicoloxía da Saude)
Fernández-Méndez, J., Salamea-Nieto, R., Prieto-Castaño, B., & González-Fernández, M. Ángeles. (2018). Conductas de modificación de la imagen corporal en Estudiantes Universitarios. Revista Cumbres, 4 (2), 31. Recuperado de http://investigacion.utmachala.edu.ec/revistas/index.php/Cumbres/article/view/268
Capítulo de Libro
Regueiro, B., Suárez, N., Núñez, J.C., Valle, A., & Epstein, J.L.. (2017).Homework and academic achievement: Student, teacher and parent involvement. In González-Pienda, J., Bernardo, A., Núñez, J.C., & Rodríguez, C. (ed.). Factors Affecting Academic Performance (pp.141-155). New York: Nova Science Publishers, Inc.
Goñi-Artola, A., & Pardiño-Vizoso, I. (2013). Promoción de la salud como estrategia para prevenir la dependencia en mayores de 65 años. En C. Freire (Ed.), Psicología y salud I. Educación, aprendizaje y salud (pp. 189-196). A Coruña: GEU editorial. (Mérito realizado durante el programa de doctorado de procedencia Psicoloxía da Saúde)
Libro
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C. y Ferradás, M. (2017). Motivos para Motivarte. Programa Metas. Almería: ASUNIVEP.
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C. y Ferradás, M. (2017). Conocerte para Motivarte. Programa Creencias. Almería: ASUNIVEP
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C. y Ferradás, M. (2017). Emocionarte para Motivarte. Programa Emociones. Almería: ASUNIVEP
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C. y Ferradás, M. (2017). Programa de Técnicas de Estudio. Almería: ASUNIVEP
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C., Ferradás, M. (2017). Emocionarte para motivarte, Programa de emociones. Almería: ASUNIVEP
Notas
Rosa Fernández., Antonio Guillamón., Esther Gomez‑Gil., Isabel Esteva., Mari Cruz Almaraz., Joselyn Cortes‑Cortes., Beatriz Lamas., Estefanía Lema & Eduardo Pásaro. (2017). Analyses of karyotype by G-banding and high-resolution microarrays in a gender dysphoria population. Genes & Genomics, https://doi.org/10.1007/s13258-017-0646-0
Fernández, R., Guillamón, A., Gómez-Gil, E., Esteva, I., Almaraz, M. C., Cortés-Cortés, J., ... & Pásaro, E. Analyses of karyotype by G-banding and high-resolution microarrays in a gender dysphoria population. Genes & Genomics, 1-9.https://doi.org/10.1007/s13258-017-0646-0
Otras publicaciones
Valle, A., Núñez, C., Rosário, P., Regueiro, B., Suárez, N., Rodríguez, S., Piñeiro, I., Rodicio, M., Estévez, I., Gayo, E., Freire, C., Ferradás, M., Sánchez, B., Pan, I. y Vallejo, G. (2017). Informe sobre los deberes escolares. Santiago, España: Consellería de Cultura, Educación e Ordenación Universitaria.
Fraga, A. & García-Mira, R. (2018). Psychosocial evaluation in organizational environments: a comprehensive model of stressors and adaptation.Libro de actas del 25th congreso internacional de la International Association People-Environment Studies (IAPS) Roma, Italia (del 03 al 13 de julio de 2018)ISBN 978-88-9437-080-5
Artículos en revistas internacionales
Regueiro, B., Rodríguez S., Piñeiro, I., Estévez, I., Ferradás, M. y Suárez, N. (2015). Diferencias en la percepción de la implicación parental en los deberes escolares en función del nivel de motivación de los estudiantes. European Journal of Investigation in Health, Psychology and Education, 5, 313-323.
Valle, A., Regueiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y  Freire, C. (2015) Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5, 345-355.
-         Fernández, R., Cortés-Cortés, J., Gómez-Gil, E., Esteva, I.,  Almaraz, MC., Guillamón, A., Pásaro E. The CYP17-MspA1 rs743572 polymorphism is not associated with gender dysphoria. Genes Genom (2016).DOI 10.1007/s13258-016-0456-9Observaciones: Esta actividad corresponde al año académico 2015/2016
ARTICLE IN PRESSCortés-Cortés, J., Fernández, R., Teijeiro, N., Gómez-Gil, E., Esteva, I., Almaraz, M. C., ... & Pásaro, E. (2017). Genotypes and Haplotypes of the Estrogen Receptor α Gene (ESR1) Are Associated With Female-to-Male Gender Dysphoria. The journal of sexual medicine14(3), 464-472.http://dx.doi.org/10.1016/j.jsxm.2016.12.234
DOI 10.1515/revneuro-2016-0070
Fernández, Espinosa Cira Eugenia ; VILLAVICENCIO, Aguilar Carmita Esperanza. Desarrollo de habilidades investigativas en la educación superior. ACADEMO Revista de Investigación en Ciencias Sociales y Humanidades, 2017, vol. 4, no 1.http://revistacientifica.uamericana.edu.py/index.php/academo/article/view/99/79
Villavicencio Aguilar, C. E., & Villarroel Carrión, M. F. (2017). Comunicación afectiva en familias desligadas. Fides et Ratio-Revista de Difusión cultural y científica de la Universidad La Salle en Bolivia13, 15.http://www.revistasbolivianas.org.bo/scielo.php?pid=S2071-081X2017000100003&script=sci_arttext&tlng=es
Rodríguez, S., Piñeiro, I., Gómez-Taibo, L., Regueiro, B., Estévez, I. and Valle, A. (2017).  An explanatory model of maths achievement: Perceived parental involvement and academic motivation. Psicothema, 29, 184-190 doi: 10.7334/psicothema2017.32
Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I. and Val, C. (2017) Estrategias cognitivas, etapa educativa y rendimiento académico. Revista de Psicología y Educación, 12, 19-34
Rodríguez, S., Piñeiro, I., Gómez-Taibo, M.L., Regueiro, B., Estévez, I., & Valle, A. (2017). An explanatory model of maths achievement: Perceived parental involvement and academic motivation. Psicothema, 29(2), 184-190. doi: 10.7334/psicothema2017.32
Regueiro, B., Valle, A., Núñez, J. C., Rosário, P., Rodríguez, S., & Suárez, N. (2017): Changes in involvement in homework throughout compulsory secondary education. Cultura y Educación29(2). 254-278. doi: 10.1080/11356405.2017.1306988
Suárez, n., Regueiro, B., Epstein, J.L., Piñeiro, I., Díaz, S.M., & Valle, A. (2016). Homework involvement and academic achievement of native and immigrant students. Frontiers in Psychology, section Educational Psychology, 7:1517. doi: 10.3389/fpsyg.2016.01517
Regueiro, B., Núñez, J.C., Valle, A., Rodríguez, S., Piñeiro, I., & Rosário, P. (2016). Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement. International Journal of Psychology. doi: 10.1002/ijop.12399
Valle, A., Regueiro, B., Núñez, J. C., Suárez, N., Freire, C., & Ferradás, M. (2016). Percepción de la implicación parental en los deberes escolares y rendimiento académico en estudiantes de Secundaria [Perception of parental involvement in homework and academic performance in secondary school students]. Revista Española de Pedagogía295, 481-498.
Artículos en revistas nacionales
Estévez, I., Rodríguez, S; Valle A., Regueiro., B. y Piñeiro, I. (2016) Incidencia de las metas académicas del alumnado de Secundaria en su gestión motivacional. Aula Abierta, 44, 83-90. Doi: 10.1016/j.aula.2016.03.001
Psicothema 2017, Vol. 29, No. 2, 275-280 doi: 10.7334/psicothema2016.346
Rodríguez, S., Piñeiro, I., Gómez-Taibo, M. L.,  Regueiro, B., Estévez I., & Valle, A. (2017) El papel de los padres en la motivación académica de los hijos. INFOCOP. Retrieved from http://www.infocop.es/view_article.asp?id=7045&cat=49
Capítulo de Libro
Rodríguez, S., Valle, A., Piñeiro, I., Regueiro, B., & Estévez, I. (2017). Student Achievement, Motivation and Academic Engagement. In González-Pienda, J., Bernardo, A., Núñez, J.C., & Rodríguez, C. (ed.). Factors Affecting Academic Performance (pp. 3-24). Nueva York: Nova Science Publishers, Inc.
Rodríguez, S., Valle, A., Piñeiro, I., Regueiro, B., & Estévez, I. (2017). Student Achievement, Motivation and Academic Engagement. In González-Pienda, J., Bernardo, A., Núñez, J.C., & Rodríguez, C. (ed.). Factors Affecting Academic Performance (pp.3-24). New York: Nova Science Publishers, Inc.
Libro
Rodríguez, S., Regueiro, B. y Estévez, I. (2016). Manual de estrategias y técnicas de estudio. Tipos de estrategias y técnicas de estudio. Editorial Académica Española.
Valle, A., Regueiro, B. y Estévez, I. (2016). Manual de estrategias y técnicas de estudio. La dimensión afectivo-motivacional del aprendizaje.  Editorial Académica Española. 
Valle, A., Rodríguez, S., Piñeiro, I., Regueiro, B., Estévez, I., Freire, C., Ferradás, M. (2017). Conocerte para Motivarte. Programa de Creencias. Almería: ASUNIVEP.
Artículos en revistas internacionales
García, M. P., & Muñoz, N. (2015). Overactive Bladder and Quality of life. Revista de estudios e investigación en psicología y educación, Vol Extr nº 14. DOI: 10.17979/reipe.2015.0.14.245.
Capítulo de Libro
García de la Torre, M. d., & Muñoz Galán, N. (2015). Vejiga hiperactiva y función sexual. En J. J. Gázquez Linares, M. d. Pérez-Fuentes, M. d. Molero Jurado, A. B. Barragán Martín, F. Cardila fernández, & Á. Martos Martínez, Salud, alimentación y sexualidad en el envejecimiento. Volumen 1 (págs. 503-508). Almería: ASUNIVEP.
Muñoz, N., & García, M. P. (2015). Revisión de intervenciones no farmacológicas en el tratamiento de la vejiga hiperactiva. En J. J. Gázquez Linares, M. d. Perez-Fuentes, M. d. Molero Jurado, A. B. Barragán Martín, F. Cardila Fernández, & Á. Martos Martínez, Salud, alimentación y sexualidad en el envejecimietno Volumen 1 (págs. 151-157). Almería: ASUNIVEP.
Fraga, A., Diaz-Ayude, A. & García-Mira, R. (2014). Healthy workers and healthy workplaces: Psychosocial evaluation in organizational environments. In García-Mira, R. & Dumitru, A. (Eds.), Urban Sustainability. Innovative spaces, vulnerabilities and opportunities. (pp. 99-113). España: Institute of Psichosocial Studies and Research "Xoan Vicente Viqueira". ISBN 978-84-9812-243-5 (É unha publicación feita no curso académico 2014/2015 pero non permite seleccionalo).
Otras publicaciones
Colaboración en el Boletín nº10 de la Red Ries en el apartado de Experiencia Investigadora: “Incidencia de las metas académicas del alumnado de secundaria en su gestión motivacional”.
Artículos en revistas internacionales
-        Fernández, R., Cortés-Cortés, J., Esteva, I., Gómez-Gil, E., Almaraz, M. C., Lema, E.,… and Pásaro, E. (2015), TheCYP17MspA1 Polymorphism and the Gender Dysphoria. Journal of Sexual Medicine. doi: 10.1111/jsm.12895
Botana, I. y Peralbo, M. (2014). Familia y Estrés en Atención Temprana.Revista de estudios e investigación en psicología y educación,  1(1), 55-63.
Artículos en revistas nacionales
De las disfunciones familiares a la exclusión social: un estudio piloto From family dysfunction to social exclusion: pilot study

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