Publicacions en què col·labora amb CELESTINO RODRIGUEZ PEREZ (55)

2024

  1. A Person-Centered Approach to the Relationship between Mathematics Self-Belief Profiles and Achievement

    Journal of Experimental Education, Vol. 92, Núm. 4, pp. 644-661

  2. Is it possible to transfer the learning of writing strategies to an unstructured opinion text? Analyzing the effects of the strategy-focused instruction

    Anales de psicología, Vol. 40, Núm. 2, pp. 254-264

  3. The Impact of Children’s and Parents’ Perceptions of Parenting Styles on Attention, Hyperactivity, Anxiety, and Emotional Regulation

    Children, Vol. 11, Núm. 3

  4. What different education professionals know about ADHD and their attitudes towards it

    European Journal of Special Needs Education, Vol. 39, Núm. 1, pp. 33-47

2022

  1. Differences between Spanish students' and teaching professionals' knowledge of and attitudes toward ADHD—Does knowledge influence attitude?

    Psychology in the Schools, Vol. 59, Núm. 2, pp. 242-259

2021

  1. Exploring the effects of strategy-focused instruction in writing skills of 4TH grade students

    Metacognition and Learning, Vol. 16, Núm. 1, pp. 179-205

  2. Neurodevelopmental disorders: An innovative perspective via the response to intervention model

    WORLD JOURNAL OF PSYCHIATRY, Vol. 11, Núm. 11, pp. 1017-1026

  3. The influence of state and trait anxiety on the achievement of a virtual reality continuous performance test in children and adolescents with adhd symptoms

    Journal of Clinical Medicine, Vol. 10, Núm. 12

  4. Tratamientos Psicológicos Empíricamente Apoyados Para la Infancia y Adolescencia: : Estado de la Cuestión

    Psicothema, Vol. 33, Núm. 3, pp. 386-398

  5. Tratamientos psicológicos para el trastorno por déficit de atención con hiperactividad

    Manual de tratamientos psicológicos: infancia y adolescencia (Pirámide), pp. 215-233

2020

  1. Is Organizing Knowledge Effective in Primary Education?

    Education Research International, Vol. 2020

  2. Is an ADHD observation-scale based on DSM criteria able to predict performance in a virtual reality continuous performance test?

    Applied Sciences (Switzerland), Vol. 10, Núm. 7

  3. Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables

    Frontiers in Psychology, Vol. 11

  4. Self-concept and inattention or hyperactivity– impulsivity symptomatology: The role of anxiety

    Brain Sciences, Vol. 10, Núm. 4

2019

  1. Differential efficacy of neurofeedback in children with ADHD presentations

    Journal of Clinical Medicine, Vol. 8, Núm. 2

  2. Influence of initial mathematical competencies on the effectiveness of a classroom-based intervention

    British Journal of Educational Psychology, Vol. 89, Núm. 2, pp. 288-306

  3. Is a virtual reality test able to predict current and retrospective ADHD symptoms in adulthood and adolescence?

    Brain Sciences, Vol. 9, Núm. 10

2018

  1. Comparison between two continuous performance tests for identifying ADHD: traditional vs. virtual reality

    International journal of clinical and health psychology, Vol. 18, Núm. 3, pp. 254-263

  2. Efecto de una herramienta hipermedia sobre las variables afectivo-emocionales relacionadas con las matemáticas

    Educación XX1: Revista de la Facultad de Educación, Vol. 21, Núm. 1, pp. 375-394

  3. Efficacy of a Continuous Performance Test Based on Virtual Reality in the Diagnosis of ADHD and Its Clinical Presentations

    Journal of Attention Disorders, Vol. 22, Núm. 11, pp. 1081-1091