PhD in Psychological Development, Learning and Health

2023/2024

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.

Quality regulation

Committees

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

Academic committee

Fernández García, Rosa María
Coordinadora

Peralbo Uzquiano, Manuel
Secretario

Valle Arias, Antonio
Vocal PDI

Rodriguez Martinez, Susana
Vocal PDI

Program tracking facts

	Period	Value
Places offered Number of places for new students entering PhD (IPD01)	2022/2023	10
Demand Number of applicants for PhD admission (IPD02)	2022/2023	13
First-time enrollment Number of first-time enrollment students in PhD (IPD03)	2022/2023	7
First-time enrollment by adaptation Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)	2022/2023	0
Total enrollment Total number of students enrolled (IPD04)	2022/2023	35
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)	2022/2023	57.14
Percentage of foreign students Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)	2022/2023	5.71
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)	2022/2023	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)	2022/2023	31.43
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)	2022/2023	25.71
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)	2022/2023	42.86
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)	2022/2023	8.57
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)	2022/2023	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)	2022/2023	8.57
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)	2022/2023	100
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)	2022/2023	0
Total number of defended thesis Total number of defended thesis linked to the programme (IPD18.1)	2022/2023	2
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)	2022/2023	50
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)	2022/2023	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)	2022/2023	50
Total number of tesis written in Galician Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)	2022/2023	0
Total number of tesis written in Spanish Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)	2022/2023	2
Total number of tesis written in other languages Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)	2022/2023	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)	2022/2023	1,732
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)	2022/2023	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)	2022/2023	1,167
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)	2022/2023	50
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)	2022/2023	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)	2022/2023	50
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)	2022/2023	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)	2022/2023	100
Dropout rate Ratio between the number of doctoral students who cause permanent withdrawal from the X course and the total number of doctoral students who could re-enroll in this programme. (IPDx21)	2022/2023	10.34

	Period	Value
Places offered Number of places for new students entering PhD (IPD01)	2021/2022	10
Demand Number of applicants for PhD admission (IPD02)	2021/2022	18
First-time enrollment Number of first-time enrollment students in PhD (IPD03)	2021/2022	6
First-time enrollment by adaptation Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)	2021/2022	0
Total enrollment Total number of students enrolled (IPD04)	2021/2022	38
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)	2021/2022	16.67
Percentage of foreign students Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)	2021/2022	7.89
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)	2021/2022	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)	2021/2022	42.11
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)	2021/2022	15.79
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)	2021/2022	42.11
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)	2021/2022	5.26
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)	2021/2022	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)	2021/2022	10.53
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)	2021/2022	71.43
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)	2021/2022	25
Total number of defended thesis Total number of defended thesis linked to the programme (IPD18.1)	2021/2022	7
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)	2021/2022	57.14
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)	2021/2022	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)	2021/2022	42.86
Total number of tesis written in Galician Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)	2021/2022	0
Total number of tesis written in Spanish Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)	2021/2022	6
Total number of tesis written in other languages Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)	2021/2022	1
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)	2021/2022	1,750
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)	2021/2022	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)	2021/2022	2,017
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)	2021/2022	14.29
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)	2021/2022	28.57
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)	2021/2022	57.14
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)	2021/2022	85.71
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)	2021/2022	42.86
Dropout rate Ratio between the number of doctoral students who cause permanent withdrawal from the X course and the total number of doctoral students who could re-enroll in this programme. (IPDx21)	2021/2022	10.71

	Period	Value
Places offered Number of places for new students entering PhD (IPD01)	2020/2021	10
Demand Number of applicants for PhD admission (IPD02)	2020/2021	14
First-time enrollment Number of first-time enrollment students in PhD (IPD03)	2020/2021	7
First-time enrollment by adaptation Number of first-time enrollment students in the program or students coming from other studies in extinction (IPD03.1)	2020/2021	0
Total enrollment Total number of students enrolled (IPD04)	2020/2021	43
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)	2020/2021	42.86
Percentage of foreign students Ratio between the number of foreign students enrolled and the total number of students enrolled in the programme (IPD06)	2020/2021	11.63
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)	2020/2021	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)	2020/2021	44.19
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)	2020/2021	4.65
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)	2020/2021	51.16
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)	2020/2021	n/a
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)	2020/2021	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)	2020/2021	9.3
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)	2020/2021	87.5
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)	2020/2021	4.76
Total number of defended thesis Total number of defended thesis linked to the programme (IPD18.1)	2020/2021	8
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)	2020/2021	25
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)	2020/2021	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)	2020/2021	75
Total number of tesis written in Galician Total number of defended thesis linked to the programme written in Galician (IPD18.3.1)	2020/2021	0
Total number of tesis written in Spanish Total number of defended thesis linked to the programme written in Spanish (IPD18.3.2)	2020/2021	8
Total number of tesis written in other languages Total number of defended thesis linked to the programme written in other languages (IPD18.3.3)	2020/2021	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)	2020/2021	1,607
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)	2020/2021	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)	2020/2021	1,982
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)	2020/2021	12.5
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)	2020/2021	37.5
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)	2020/2021	50
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)	2020/2021	75
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)	2020/2021	25
Dropout rate Ratio between the number of doctoral students who cause permanent withdrawal from the X course and the total number of doctoral students who could re-enroll in this programme. (IPDx21)	2020/2021	11.43

	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	6.52
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
Dropout rate Ratio between the number of doctoral students who cause permanent withdrawal from the X course and the total number of doctoral students who could re-enroll in this programme. (IPDx21)	2019/2020	8.82

theses

Desarrollo de la Prueba Auditiva de Habla en Ruido en Español (PAHRE). Validación y datos normativos para población con pérdida auditiva
Rodríguez Ferreiro, Marlene

Indicadores de la conducta adaptativa en niños con TEA
Garcia Garcia, Isabel

MITCA: incidencia de la versión informatizada sobre el compromiso y la autorregulación en Educación Primaria
Díaz Freire, Fátima María

Perfil motivacional del abandono escolar temprano.
Roldán Prego, Lucía

Relaciones familiares durante la juventud
Viqueira Gutiérrez, Laura

Un análisis estructural sobre las relaciones entre conciencia fonológica, lectura y funcionamiento ejecutivo en Educación Infantil
Pereira López, Laura

Cambios en el compromiso con los deberes escolares y su incidencia sobre el rendimiento académico en Educación Primaria
Rodríguez Llorente, Carolina

Diagnóstico de la creación musical en el aula de educación secundaria. Percepción técnica y planteamiento pedagógico del profesorado en la Comunidad Autónoma de Galicia
Castro Alonso, Vicente

Autorregulación del aprendizaje y motivación académica: Un estudio mixto secuencial explicativo en Educación Primaria
González Suárez, Rocío

Dificultades de aprendizaje e influencia del género en TDAH
Valarezo Alonzo, Dolores Elizabeth

Diseño e implementación de propuestas de prescripción de deberes escolares que mejoren el compromiso y la autorregulación del estudiante.
Vieites Lestón, Tania

Estudio genómico de la Incongruencia de Género mediante la tecnología de Microarrays
Delgado Zayas, Enrique

Impacto psicosocial del trabajo a turnos en la calidad de vida laboral
Fraga Mosquera, María Amelia

Abuso de alcohol y deterioro cognitivo: diagnóstico y rehabilitación..
Lage Muíño, Manuel Arturo

Análisis del perfil de metilación CpG del ADN genómico de una población con Incongruencia de Género.
Ramírez Olivero, Karla Del Valle

CODIP-R: Un programa para trabajar emociones y resolución de conflictos
Echeverría Aldana, Beatriz

Desarrollo de la autonomía personal en niños con Trastorno por Déficit de Atención e Hiperactividad
Vila Paz, Alba

Desarrollo del género gramatical en el Trastorno Evolutivo del Lenguaje: comparación entre español y ruso
Ogneva, Anastasiia

Elaboración de un instrumento para la evaluación pragmática en niños y niñas menores de cuatro años
Botana Lois, Iria

Síndrome de Burnout y estrés percibido en docentes de la enseñanza superior en Portugal
Teles Da Costa, Lurdes Renata

Análisis de los factores socio-demográficos y personales asociados a las actitudes y comportamientos sexuales del adulto mayor en la población de Santa Rosa
Ullauri Carrión, Marcia Galina

Cisgenerismo, homofobia y transfobia: el papel de la escuela como espacio de reproducción de discursos discriminatorios
Amigo Ventureira, Ana María

Eficacia de un programa de Mindfulness y compasión para la reducción del sobrepeso y obesidad en estudiantes universitarios ecuatorianos
Salamea Nieto, Rosa Marianela de los Dolores

La falta de apego: consecuencia del maquiavelismo y el abuso infantil
Díaz Pérez, Zara Elena

Padres y Discapacidad: concepciones y afrontamientos
Villavicencio Aguilar, Carmita Esperanza

Eficacia de la mnemotecnia de la palabra clave en la adquisición de vocabulario en euskera
Goñi Artola, Aitziber

Intervención conductual en la vejiga hiperactiva y su impacto en la calidad de vida
Muñoz Galán, Natalia

Programa de intervención virtual para mejorar los procesos cognitivos en Educación Infantil
Fernández Abella, Raquel

Vulnerabilidad genética de la transexualidad. Análisis de una población española
Cortés Cortés, Joselyn Francis

Esquizofrenia: subtipo disociativo. Identificación y caracterización.
Justo Alonso, Ania

METAS ACADÉMICAS, DEBERES ESCOLARES Y APRENDIZAJE EN ESTUDIANTES DE SECUNDARIA
Regueiro Fernández, Bibiana

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

FDEZ BARRAL, C., 2024. El papel de la tecnología en el acompañamiento del alumno. Observatorio de la escuela en Iberoamérica (OES), AGO 24, Disponible en: https://oes.fundacion-sm.org/eduforics/reimaginar-juntos-los-futuros/tecnologias-y-aprendizaje/el-papel-de-la-tecnologia-en-el-acompanamiento-del-alumno/

Artículos en revistas internacionales

Couto-Cantero, P., Fraga-Castrillón, N. and Trovato, G. (2023). InnoDAT—An Innovative Project Based on Subtitling for the Deaf and Hard-of-Hearing for Learning Languages and Cultures. Languages, 8(4), 235. https://doi.org/10.3390/ languages8040235

Pereira, L., Peralbo, M., Veleiro, A., & Zubiauz, B. (2023). Análisis factorial confirmatorio del test de lenguaje oral y escrito LolEva para edades de 3-6 años. Revista de Estudios e Investigación en Psicología y Educación10(2), 301-317.

Vieites, T., Gonida, E., Díaz-Freire, Rodríguez S & Valle A. (2024). Effects of a homework implementation method (MITCA) on self-regulation of learning. Metacognition and Learning 1-22, https://doi.org/10.1007/s11409-024-09376-z

Artículos en revistas nacionales

Dacuña-Vázquez, I.; Álvarez-Barrio, C. y Mesías-Lema, J. M. Hull House y la terapia ocupacional como activismo artístico en la lucha feminista. Arteterapia 19 (2024): 2-12

Baña, M. y García, I. (2024) (artículo por invitación). La evaluación de la conducta adaptativa en TEA a través del GARS e ICAP. Revista de Estudios e Investigación en Psiccología y Educación.

Rodríguez, S., Roldán, L., Díaz-Freire, F.M., Díaz-Pita, L. y Vieites, T. (2024). Autoprotección de la Valía e Intención de Abandono Escolar Temprano. Revista de Psicología y Educación, 19(2). Aceptado para su publicación.

Roldán, L., Rodríguez, S., Díaz-Freire, F.M., Díaz-Pita, L., y Vieites, T. (2024). Autoprotección de la valía e intención de abandono escolar temprano. Revista de Psicología y Educación, 19(2), 117-127. https://doi.org/10.23923/rpye2024.02.256

Capítulo de Libro

Dacuña-Vázquez, I; Regina Silva, C; Zango-Martín, I. (2024). Historia: la relación entre las artes desde los inicios de la Terapia Ocupacional. En Regina Silva, C; Dacuña-Vázquez, I; Mesías-Lema, JM (Eds), Resistencias éticas y derechos humanos. Prácticas artísticas con la comunidad. (57-71pp).MacGraw Hill.

Regina Silva, C; Sanches Silvestrini, M; Dacuña-Vázquez. (2024). Arte, derechos humanos y salud mental.En Regina Silva, C; Dacuña-Vázquez, I;Mesías-Lema, JM (Eds), Resistencias éticas y derechos humanos. Prácticas artísticas con la comunidad. (73-91). MacGraw Hill.

Mesías-Lema, JM; Álvarez-Barrio, C; Calviño-Santos, G; Dacuña-Vázquez, I; Lorenzo-Otero, JL. Cartografías de la memoria docente: el archivo familiar como patrimonio inmaterial de las escuelas y el territorio. En Regina Silva, C; Dacuña-Vázquez, I; Mesías Lema, JM (Eds).Resistencias éticas y derechos humanos. Prácticas artíticas con la comunidad.(171-185).MacGraw Hill

Regina Silva, C; Zango Martín, I; Passoni, T; Dacuña Vázquez, I. Espacios de cuidado y cultura en una universidad pública brasileña.En Guijo Blanco, V; Santamaria Vázquez, M (Eds). Aprendizaje y servicio en Terapia Ocupacional: experiencias de éxito. (89-98). Universidad de Burgos.

Libro

Regina Silva, C; Dacuña Vázquez, I; Mesías Lema, JM. (2024). Resistencias éticas y derechos humanos. Prácticas artísticas con la comunidad. MacGraw Hill.ISBN/13:9788410066151

Notas

Frias-Goytia, G.L., Lojo-Seoane, C., Mallo, S.C. et al. A systematic review of quality of life (QoL) studies using the CASP scale in older adults. Qual Life Res (2024). https://doi.org/10.1007/s11136-024-03750-9

Recensiones

Fraga Castrillón, N. (2023). El comentario lingüístico-traductológico entre lenguas tipológicamente afines (español>italiano). TRANS: Revista De Traductología, (27), 275–278. https://doi.org/10.24310/trt.27.2023.16553

Díaz Pita, L. (2023). Regueiro, B., Valle, A. y Ruido, P. A. (2023). Los deberes escolares en el punto de mira. Desclée, 128 pp. Bordón:Revista de Pedagogía, 75(2), 197-198.

Artículos en revistas internacionales

Castro-Alonso, V. y Chao-Fernández, R. (2022). Creación musical a través del tiempo: Revisión curricular en la educación secundaria obligatoria. Revista Internacional de Tecnología Ciencia y Sociedad, 11, 1-15. DOI: 10.37467/revtechno.v11.4410

Castro-Alonso, V. y CHao-Fernández, R. (2022). Perfil profesional del docente de música en educación secundaria: La creación musical desde una aproximación basada en competencias. Revista Internacional de Humanidades, 11, 1-13. DOI: 10.37467/revhuman.v11.3934

Couto-Cantero, P. & Fraga-Castrillón, N. (2023). El uso del translanguaging y el enfoque CLIL en educación primaria. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, (39), 281-298. https://doi.org/10.30827/portalin.vi39.24492

FDEZ BARRAL, C., 2023. Clima Escolar, acoso y tecnología. Eduforics, FEB 9, Disponible en: https://www.eduforics.com/es/clima-escolar-acoso-y-tecnologia/.

Rodríguez-Ferreiro, M.; Durán-Bouza, M.; Marrero-Aguiar, V. Design and Development of a Spanish Hearing Test for Speech in Noise (PAHRE). Audiol. Res.202313, 32-48. https://doi.org/10.3390/audiolres13010004

Artículos en revistas nacionales

Fraga-Castrillón, N. y Couto-Cantero, P. (2021). Aprendizaje de lenguas extranjeras: Estudio sobre las percepciones del futuro profesorado en Educación Primaria. DIGILEC, 8, 66-82. https://doi.org/10.17979/digilec.2021.8.0.8632

Díaz-Seoane Ángeles, Dacuña-Vázquez I., Ferreira C. y Mesías-Lema J. M. (2021). Género, inclusión y narrativa visual en monstruo rosa: comunicar para educar en la diversidad. CIC. Cuadernos de Información y Comunicación26, 175-190. https://doi.org/10.5209/ciyc.75809

Pérez-Bonaventura, M. y Rodríguez-Llorente, C. (2023). Activity of universities in social networks. Correlations of rankings, students, followers and interactions. Profesional de la información32(1), 1-12. https://doi.org/10.3145/epi.2023.ene.09

Velo, E. y Tomé Urresti, I. (2022) El baile de cifras de las personas fallecidas por la Covid-19 en medios regionales y en las instituciones: hacia un protocolo comunicativo Razón Y Palabra, 25(112), pp. 153–168. https://doi.org/10.26807/rp.v25i112.1838

Estévez, I., Vieites, T., Regueiro, B., Rodríguez-Llorente, C., y Morado, T. (aceptado para publicación). Cantidad y calidad del tiempo dedicado a los deberes escolares en estudaintes de Educación Secundaria: un análsis de clases latentes. Revista de Investigación Educativa, X(X), xx-xx.

Capítulo de Libro

Couto-Cantero, P. y Fraga-Castrillón, N. (2022). The English Corner as a Catalyst for Learning Languages in Plurilingual Contexts en E. Charamba (Ed.), Handbook of Research on Teaching in Multicultural and Multilingual Contexts (pp. 337-353). IGI Global.

Rodríguez-Llorente, C., Díaz-Pita, L., y López-Castro, L. (2022). Emotional and motivational engagement with homework in primary school: a quasi-experimental study. En A. S. Jiménez Hernández, M. Vergara Arboleda, E. M. Rainha Pereira, R. S. Chacón Pinilla, C. J. Castro Ramírez, M. Á. Martín Sánchez, J. Cáceres Muñoz, A. Pantoja Vallejo, L. Herrera Torres y T. M. Perandones González (coords.), Participación, innovación y emprendimiento en la escuela (pp. 393-399). Dykinson.

López-Castro, L., Díaz-Freire, F. M., y Rodríguez-Llorente, C. (2022). ¿Presenta el alumnado testigo de ciberacoso más riesgo de ser ciberperpetrador En A. S. Jiménez Hernández, M. Vergara Arboleda, E. M. Rainha Pereira, R. S. Chacón Pinilla, C. J. Castro Ramírez, M. Á. Martín Sánchez, J. Cáceres Muñoz, A. Pantoja Vallejo, L. Herrera Torres y T. M. Perandones González (coords.), Participación, innovación y emprendimiento en la escuela (pp. 387-392). Dykinson.

Velo, E. (2022)La nueva economía social en la era de la responsabilidad."Política, sociedad y tecnologías" de Rúas Araújo, J. et al. (eds.) Tirant lo Blanch (pp. 145-165).

Velo, E. (2023) Ciberespect, un proyecto de narrativa, formación y activismo para combatir el odio y la discriminación sociales. En Lema Blanco, I. (Ed.) Alfabetización mediática y medios de comunicación. Experiencias, aprendizajes y potencialidades para los medios comunitarios. (pp.169-178). Colectivo de Universitarios Activos. https://sabelabranco.files.wordpress.com/2023/04/alfabetizacion-mediatica-y-medios-de-comunicacion.pdf

Fuentes, A.,& Risso, A. (2023) Neuroplasticidad, educación y neuromitología: una aproximación histórica”. En: Perspectivas psicobiológicas y pedagógicas del aprendizaje y la atención: Aportes a la neurociencia educativa. Cizur Menor: Civitas-Aranzadi-Karnov (pp. 137-158).ISBN imp.: 978-84-1125-889-0 – ISBNe: 978-84-1125-891-3. (Colección Ciencias Sociales y Humanidades. ISSN imp.: 2605-4655 – ISSNe: 2660-8979). DOI: https://doi.org/10.32029/2605-4655.01.05.2023

Recensiones

Rodríguez-Llorente, C. (2023). La gestión cultural en la era digital. Revista Complutense de Educación 34(2), 471-472. https://doi.org/10.5209/rced.85224

Díaz-Freire, F. M. (2023). Reseña del libro: Fondos de conocimiento familiar e intervención educativa: Narcea Ediciones, 2022. ISBN: 9788427728820. Revista de Estudios e Investigación en Psicología y Educación10(1), 147-150. https://doi.org/10.17979/reipe.2023.10.1.9373

Artículos en revistas internacionales

Rodríguez S, Valle A, Piñeiro I, González-Suárez R, Díaz FM and Vieites T (2021) COVID-19 Lockdown: Key Factors in Citizens’ Stress. Front. Psychol. 12:666891. doi: 10.3389/fpsyg.2021.666891

Castro Alonso, V., Chao-Fernández, A., & Pérez-Crego, C. (2021). Siguiendo las “reglas del juego”: la aleatoriedad e indeterminación como casilla de salida de la composición en el aula . DIGILEC: Revista Internacional de Lenguas y Culturas8, 1-20. https://doi.org/10.17979/digilec.2021.8.0.8633

Rodríguez, S.; González-Suárez, R.; Vieites, T.; Piñeiro, I.; Díaz-Freire, F.M. Self-Regulation and Students Well-Being: A Systematic Review 2010–2020. Sustainability 2022, 14, 2346. https://doi.org/10.3390/ su14042346

Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I. y Valle, A.; (2022). Self-regulation, academic achievement and students` well-being: A systematic review (2010-2020Sustainability14(4), 2346.https://doi.org/10.3390/su14042346

Rodríguez, S., González-Suárez, R., Vieites, T., Piñeiro, I., y Díaz-Freire, F. M.. (2022). Self-Regulation and Students Well-Being: A Systematic Review 2010–2020. Sustainability, 14(4), 2346. https://doi.org/10.3390/su14042346

Capítulo de Libro

Rodríguez-Llorente, C., Vieites, T., González-Suárez, R., Díaz-Freire, F. M., y Regueiro, B. (2021). Homework: Conceptual Aspects and the Variables Involved. En S. Rodríguez, A. Valle, I. Piñeiro y B. Regueiro, Handbook of Homework: Theoretical Principles and Practical Applications (pp.1-37). Nova Science Publishers, Inc. https://doi.org/10.52305/YLYW6263

Rodríguez, S., González-Suárez, R., Rodríguez-Llorente, C., Estévez, I., y Xu, J. (2021). Homework and Self-Regulated Learning. En S. Rodríguez, A. Valle, I. Piñeiro y B. Regueiro, Handbook of Homework: Theoretical Principles and Practical Applications (pp.39-61). Nova Science Publishers, Inc. https://doi.org/10.52305/YLYW6263

Rodríguez-Llorente C., Vieites T., González-Suárez R., Díaz-Freire F. M. y Regueiro Fernández B. (2021). Homework: Conceptual Aspects and Variables Involved. En Rodríguez Martínez S., Valle Arias A., Piñeiro Aguin I y Regueiro Fernández B. Handbook of Homework: Theoretical Principles and Practical Applications (pp. 15 - 51). Nova Science Publishers

Rodríguez-Llorente C., Vieites T., González-Suárez R., y Piñeiro I. (2022). Academic Motivation and Previous Academic Achievement in Higher Education. In W. Leal Filho, A. M. Azul, F. Doni y A. L. Salvia (eds.), Handbook of Sustainability Science in the Future (pp.1-18). Springer, Cham. https://doi.org/10.1007/978-3-030-68074-9_121-1.

Rodríguez- Llorente, Carolina; Vieites, Tania; González- Suárez, Rocio; Díaz-Freire, Fátima y Regueiro, Bibiana (2022). Homework: Conceptual Aspects and the variables involved en “Handbook of Homework: Theoretical Principles and Practical Applications” Nova Science.

Rodríguez, S., Vieites, T., Piñeiro, I., Valle, A. y Gonida, E. (2022). Setting quality homework: the design and development of an Intervention proposal en “Handbook of Homework: Theoretical Principles and Practical Applications” Nova Science.

González- Suárez, R.Vieites, T.; Rodríguez- Llorente, C.; Rodríguez, S. (noviembre, 2021). Atribución del éxito en educación infantil y rendimiento académico en educación primaria. Capitulo sobre la comunicación oral presentada en el III Congreso Internacional de infancia y adolescencia. Entidad Organizadora: Universidad de Extremadura, CIPI (consejo Independiente de Protección de la Infancia y Grupo Extremeño de investigación en teoría e historia de la Educación.

Rodríguez- Llorente, C., Vieites, T., González- Suárez, R. y Piñeiro, I. ( 2021). Los deberes en educación primaria: La implicación de Madres y Padres. Capítulo sobre la comunicación oral presentada en el III Congreso Internacional de infancia y adolescencia. Entidad Organizadora: Universidad de Extremadura, CIPI (consejo Independiente de Protección de la Infancia y Grupo Extremeño de investigación en teoría e historia de la Educación.

Rodríguez-Llorente, C., Vieites, T., Piñeiro, I. y González- Suárez, R. (2021)Academic motivation and previous academic achievement in higher educationCapitulo sobre la comunicación oral presentada en el 3rd Word Symposiumon Sustainability Science and ResearchFaculty of ScienceEngineering School of Science and EnvironmentEntidad organizadora: Manchester MetropolitanUniversity

Rodríguez- Llorente, C.; Vieites, T; González- Suárez, R. y Piñeiro, I. (2021). Los deberes en educación primaria: La implicación de Madres y Padres. En Jiménez- Hernández, A.S; Cácerez-Muñoz,J; VergaraArboleda, M., Rainha Pereira, M. E y Martín Sánchez, M. A. (Coords.). Construyendo juntos una escuela para la vida. (pp. 182-190). Dykinson. ISBN978-84-1377-352-0

González- Suárez, Rocio; Vieites, T; Rodríguez- Llorente, Carolina; Rodríguez, S (2021). Atribución del éxito en educación infantil y rendimiento académico en educación primaria. En Jiménez- Hernández, A.S; Cácerez-Muñoz,J; VergaraArboleda, M., Rainha Pereira, M. E y Martín Sánchez, M. A. (Coords.). Construyendo juntos una escuela para al vida. (pp. 198-205). Dykinson. ISBN978-84-1377-352-0

Rodríguez-Llorente C., Vieites T., González-Suárez R., Piñeiro I. (2022) Academic Motivation and Previous Academic Achievement in Higher Education. En Leal Filho W., Azul A.M., Doni F., Salvia A.L. (eds) Handbook of Sustainability Science in the Future. Springer, Cham. https://doi.org/10.1007/978-3-030-68074-9_121-1

Rodríguez- Llorente, C.; Piñeiro, I.; González- Suárez, R.; Martins, L. (2021). A motivación do alumnado e o valor atribuído aos instrumentos de avaliación. En García Naya, J.A. (ed.) (2021). Contextos universitarios transformadores: a nova normalidade académica. Leccións aprendidas e retos de futuro (pp. 325-337). V Xornadas de Innovación Docente. Cufie. Universidade da Coruña. DOI capítulo: https://doi.org/10.17979/spudc.9788497498180.325 DOI libro: https://doi.org/10.17979/spudc.9788497498180

Aspectos psicológicos implicados en el plagio y la conducta deshonesta

Castro-Alonso, V. (2020). Los contenidos de creación musical en el aula de secundaria: una experiencia cooperativa basada en la interculturalidad. En L. Medina Sánchez, C. Pérez Valverde y C. Suárez Hernán (Coords.), Experiencias en contenidos curriculares docentes (pp. 44-55)Valencia: Tirant lo Blanch. ISBN: 978-84-18534-52-2

Chao-Fernández, A. y Castro-Alonso (2022). Enseñanza musical y TIC: competencia digital docente en la Educación Primaria. En C. Franco-Vázquez, C. Gillanders y R. Chao-Fernández (Eds.), Educación artística para el cambio (pp.151-162). Berlín: Peter Lang. DOI 10.3726/b19660

López-Castro, Leticia, Díaz-Freire, Fátima María, Rodríguez-Llorente, Carolina (2022). ¿Presenta elalumnadotestigo de ciberacosomásriesgo de ser ciberperpetrador?. En Participacióninnovación y emprendimientoen la escuela

Libro

Chao-Fernández, A., Chao-Fernández, R. y Castro-Alonso, V. (2022). Didáctica de la Expresión Musical. Grado en Educación Infantil. Universidade da Coruña https://doi.org/10.17979/spudc.000002 [Manual docente]

Otras publicaciones

Rodríguez-Llorente, C., Vieites, T., González-Suárez, R., y Piñeiro, I. (2021). Los deberes en Educación Primaria: La implicación de madres y padres. En A. S. Jiménez Hernández, J. Cáceres Muñoz, M. Vergara Arboleda, E. M. Rainha Pereira y M. Á. Martín Sánchez (Coords.), Construyendo juntos una escuela para la vida (pp. 182-189). Dykinson.

González-Suárez, R., Vieites, T., Rodríguez-Llorente, C., y Rodríguez, S. (2021). Atribución del éxito en educación infantil y rendimiento académico en educación primaria. En A. S. Jiménez Hernández, J. Cáceres Muñoz, M. Vergara Arboleda, E. M. Rainha Pereira y M. Á. Martín Sánchez (Coords.), Construyendo juntos una escuela para la vida (pp. 198-204). Dykinson.

Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., y Martins, L. (2021). A motivación do alumnado e o valor atribuído aos instrumentos de avaliación. En J. A. García Naya (Ed.), Contextos universitarios transformadores: a nova normalidade académica. Leccións aprendidas e retos de futuro. V Xornadas de Innovación Docente (pp. 325-337). Cufie. Universidade da Coruña. https://doi.org/10.17979/

Castro Alonso, V. (2022). Vence ao medo escénico na túa presentación do TFG/TFM. En J. M. Muñoz Cantero y E. M. Espiñeira Bellón (Coords.), 7ª edición pílulas formativas de apoio para a elaboración e presentación do TFG/TFM (2021-2022) Material Docente (pp.395-430). ISBN: 978-84-18291-47-0. [Manual docente]

Dumitru A., Tomé-Lourido, D., & Peralbo-Rubio, E. (Eds.) (2021). Connecting Nature Indicator Reviews. Connecting Nature, Grant Agreement number 730222. SBN Number: 978-1-9161451- 8-4

Recensiones

Vieites, T. (2021). Educación en la naturaleza. Una forma de aprendizaje significativo. Creativity and EducationalInnovationReview 5, 170-172. https://doi.org/10.7203/CREATIVITY.5. 21243

Rodríguez-Llorente, C. (2022). Investigar en educación. Revista de Estudios e Investigación en Psicología y Educación, 9(1), 163-166. https://doi.org/10.17979/reipe.2022.9.1.9022

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., 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.

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

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

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.

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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