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Revista de Psicodidáctica (English Edition)
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ISSN: 2530-3805

Revista de Psicodidáctica is a six-monthly journal for teachers and researchers, published since 1996, founded and directed by Alfredo Goñi Grandmontagne for twelve years. The journal was first published on-line in 2010.
This is a subscription journal, as such that the authors do not pay for the evaluation or its publication. After the final acceptance of the article, the authors may send, within a period of one month, a version of the article in a different language from the initial one; in Spanish, Basque, or other language, if it has initially been submitted in English. And if the article was submitted in Spanish, the second version should be in English.
Over recent years it has gradually increased its impact factor in various databases, both in the Spanish and in the international scopes. The Journal publishes scientific works conducted in accordance with the strictest scientific principles which contribute to the advance of scientific knowledge in the field in which psychology and didactics meet and overlap. In particular, it focuses on the meeting of educational psychology and the didactics of different subjects (language, literature, mathematics, social science, experimental science, physical expression, musical expression and plastic expression, etc.).

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Indexed in:

SSCI (ISI), Francis, Zeitschriften-datenbank, Cindoc (ISOC), Cirbic, Psicodoc, Psedisoc, Ccuc, Redalyc, Latindex, Rebiun, Compludoc, Google Scholar, Cbuc, Scopus, IRESIE.

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2.075 (2017)
2.237 (2016)
2.054 (2015)
1.308 (2014)
1.675 (2013)
1.514 (2012)
2.667 (2011)
0.815 (2010)
0.414 (2009)
Impact Factor

The Impact Factor measures the average number of citations received in a particular year by papers published in the journal during the two receding years.

© Clarivate Analytics, Journal Citation Reports 2017 2017

Impact Factor 2017
CiteScore 2017

CiteScore measures average citations received per document published. Read more

CiteScore 2017

SRJ is a prestige metric based on the idea that not all citations are the same. SJR uses a similar algorithm as the Google page rank; it provides a quantitative and qualitative measure of the journal's impact.


SNIP measures contextual citation impact by wighting citations based on the total number of citations in a subject field.

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Vol. 24. Issue 1.
Pages 1-78 (January - June 2019)
Original articles
Mediating Role of Self-efficacy and Usefulness Between Self-regulated Learning Strategy Knowledge and its Use
Rebeca Cerezo, Estrella Fernández, Natalia Amieiro, Antonio Valle, Pedro Rosário, José Carlos Núñez
Rev Psic 2019;24:1-8
The Effectiveness of a Psycho-educational App to Reduce Sexist Attitudes in Adolescents
José J. Navarro-Pérez, Ángela Carbonell, Amparo Oliver
Rev Psic 2019;24:9-16
Virtual Intervention Programme to Improve the Working Memory and Basic Mathematical Skills in Early Childhood Education
Raquel Fernández-Abella, Manuel Peralbo-Uzquiano, Montserrat Durán-Bouza, Juan Carlos Brenlla-Blanco, Manuel García-Fernández
Rev Psic 2019;24:17-23
Reading Intervention: Correlation Between Emotional Intelligence and Reading Competence in High School Students
Elena del Pilar Jiménez, Rafael Alarcón, María-Isabel de Vicente-Yague
Rev Psic 2019;24:24-30
Assessing the Quality of Heritage Education Programs: Construction and Calibration of the Q-Edutage Scale
Olaia Fontal Merillas, Silvia García Ceballos, Benito Arias, Víctor B. Arias
Rev Psic 2019;24:31-8
Adolescent Bullying Victimization and Life Satisfaction: Can Family and School Adult Support Figures Mitigate this Effect?
Rafael Miranda, Xavier Oriol, Alberto Amutio, Harry Ortúzar
Rev Psic 2019;24:39-45
School Coexistence and Its Relationship with Academic Performance Among Primary Education Students
Gamal Cerda, Carlos Pérez, Paz Elipe, José A. Casas, Rosario Del Rey
Rev Psic 2019;24:46-52
Relationships Between 3×2 Achievement Goals and the Satisfaction of the Basic Psychological Need for Competence
José-Antonio Cecchini, Antonio Méndez-Giménez, Cristina García-Romero
Rev Psic 2019;24:53-61
Number Sense Abilities, Working Memory and RAN: A Longitudinal Approximation of Typical and Atypical Development in Chilean Children
Bárbara Guzmán, Cristina Rodríguez, Felipe Sepúlveda, Roberto A. Ferreira
Rev Psic 2019;24:62-70
Early Adolescents’ Attitudes and Academic Achievement: The Mediating Role of Academic Self-concept
Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí
Rev Psic 2019;24:71-7
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