Publicaciones en colaboración con investigadores/as de Universidad Central de Chile (14)

2022

  1. Living on a double-edged sword: Intergenerational perspectives of women from Gypsy groups about the influence of education on cultural identity

    International Journal of Educational Research, Vol. 111

  2. “COVID-19 in Trials and Tribulations” Project: A Self-Regulation-Based Support Response for Confined Families through Social Networks

    International Journal of Environmental Research and Public Health, Vol. 19, Núm. 3

2019

  1. First-Year Students Background and Academic Achievement: The Mediating Role of Student Engagement

    Frontiers in Psychology, Vol. 10

  2. The impact of three types of writing intervention on students’ writing quality

    PLoS ONE, Vol. 14, Núm. 7

2018

  1. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality

    Contemporary Educational Psychology, Vol. 53, pp. 168-180

2017

  1. Erratum to: Writing week-journals to improve the writing quality of fourth-graders’ compositions (Reading and Writing, (2017), 30, 5, (1009-1032), 10.1007/s11145-016-9710-4)

    Reading and Writing

  2. Promoting Gypsy children's behavioural engagement and school success: Evidence from a four-wave longitudinal study

    British Educational Research Journal, Vol. 43, Núm. 3, pp. 554-571

  3. Writing week-journals to improve the writing quality of fourth-graders’ compositions

    Reading and Writing, Vol. 30, Núm. 5, pp. 1009-1032

2016

  1. "My child has cerebral palsy": Parental involvement and children's school engagement

    Frontiers in Psychology, Vol. 7, Núm. NOV

  2. Promoting Gypsy children school engagement: A story-tool project to enhance self-regulated learning

    Contemporary Educational Psychology, Vol. 47, pp. 84-94

  3. Studying while doing time: Understanding inmates' conceptions of learning

    British Educational Research Journal, Vol. 42, Núm. 1, pp. 151-167

2015

  1. The effects of teachers' homework follow-up practices on students' EFL performance: A randomized-group design

    Frontiers in Psychology, Vol. 6, Núm. OCT

  2. Transcultural analysis of the effectiveness of a program to promote self-regulated learning in Mozambique, Chile, Portugal, and Spain

    Higher Education Research and Development, Vol. 34, Núm. 1, pp. 173-187

2014

  1. Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling

    European Journal of Psychology of Education, Vol. 29, Núm. 4, pp. 577-601