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Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

International journal of environmental research and public health, 2020-11, Vol.17 (22), p.8633

2020

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Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

British journal of educational psychology, 2019-06, Vol.89 (2), p.393-411

2019

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Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

Sustainability, 2020-12, Vol.12 (23), p.9798

2020

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Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers

Frontiers in psychology, 2024, Vol.15, p.1377176-1377176

2024

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Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program

Teaching and teacher education, 2024-06, Vol.143, p.104564, Article 104564

2024

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Predictors of University Attrition: Looking for an Equitable and Sustainable Higher Education

Sustainability, 2022-09, Vol.14 (17), p.10994

2022

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Students' Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador

Frontiers in psychology, 2020-03, Vol.11, p.233-233

2020

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Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution

Frontiers in psychology, 2021-07, Vol.12, p.635543-635543

2021

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Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students

Contemporary educational psychology, 2019-10, Vol.59, p.101780, Article 101780

2019

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Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Frontiers in psychology, 2018-06, Vol.9, p.1039-1039

2018

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Emotional factors and self-efficacy in the psychological well-being of trainee teachers

Frontiers in psychology, 2024-09, Vol.15, p.1434250

2024

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Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students

Frontiers in psychology, 2019-10, Vol.10, p.2367-2367

2019

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Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

Journal for the education of the gifted, 2018-12, Vol.41 (4), p.369-385

2018

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Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis

International journal of environmental research and public health, 2021-02, Vol.18 (4), p.1643

2021

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Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Psychology research and behavior management, 2023-01, Vol.16, p.1-18

2023

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Pre-Service Teachers’ Personal Traits and Emotional Skills: A Structural Model of General Mental Ability

SAGE open, 2023-10, Vol.13 (4)

2023

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Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables

The Journal of general psychology, 2015-10, Vol.142 (4), p.273-294

2015

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Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model

Frontiers in psychology, 2016-03, Vol.7, p.303-303

2016

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Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving students: A mixed-effects analysis

Psicothema, 2017-11, Vol.29 (4), p.533-538

2017

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General mental ability as moderator of personality traits as predictors of early career success

Journal of vocational behavior, 2013-10, Vol.83 (2), p.171-180

2013

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Analysis of University Student Employment and Its Impact on Academic Performance

Revista electrónica de investigación psicoeducativa y psicopedagógica, 2017-09, Vol.15 (2), p.281-306

2017

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Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers

PloS one, 2019-10, Vol.14 (10), p.e0224254-e0224254

2019

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An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

The Spanish journal of psychology, 2012-03, Vol.15 (1), p.48-60

2012

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Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students

Frontiers in psychology, 2020-11, Vol.11, p.597934-597934

2020

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Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components

Ingeniería e investigación, 2020, Vol.40 (1), p.70-77

2020

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Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Academic Achievement and Failure in University Studies: Motivational and Emotional Factors

Building paths to success: a multilevel analysis of the effects of an emotional intelligence development program on the academic achievement of future teachers

Riding the wave towards flourishing in STEM education: Enhancing teaching efficacy through a K-12 training program

Predictors of University Attrition: Looking for an Equitable and Sustainable Higher Education

Students' Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador

Validation of a Short Scale for Student Evaluation of Teaching Ratings in a Polytechnic Higher Education Institution

Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

Emotional factors and self-efficacy in the psychological well-being of trainee teachers

Differences in Personal, Familial, Social, and School Factors Between Underachieving and Non-underachieving Gifted Secondary Students

Mediation Analysis of the Relationship Between Educational Capital, Learning Capital, and Underachievement Among Gifted Secondary School Students

Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis

Revamping Teacher Training for Challenging Times: Teachers' Well-Being, Resilience, Emotional Intelligence, and Innovative Methodologies as Key Teaching Competencies

Pre-Service Teachers’ Personal Traits and Emotional Skills: A Structural Model of General Mental Ability

Academic Achievement in Early Adolescence: The Influence of Cognitive and Non-Cognitive Variables

Estimation of the Proportion of Underachieving Students in Compulsory Secondary Education in Spain: An Application of the Rasch Model

Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving students: A mixed-effects analysis

General mental ability as moderator of personality traits as predictors of early career success

Analysis of University Student Employment and Its Impact on Academic Performance

Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers

An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies

Psychometric Properties of the Spanish Version of the Goal Orientation Scales in Ecuadorian Undergraduate Students

Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components

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