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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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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 preceding years.

© Clarivate Analytics, Journal Citation Reports 2021

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Impact factor 2021
3.775
Citescore

CiteScore measures average citations received per document published.

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Citescore 2021
6.1
SJR

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.

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SJR 2021
0.844
SNIP

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

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SNIP 2021
1.617
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Issue
Vol. 27. Issue 2.
Pages 97-194 (July - December 2022)
What does the social and emotional learning interventions (SEL) tell us? A meta-analysis
Murat Ağırkan, Tuncay Ergene
Rev Psic. 2022;27:97-108
Multilevel meta-analysis of school mindfulness-based intervention programs in Spain
María José Arenilla Villalba, David Alarcón Rubio, María Amapola Povedano Díaz
Rev Psic. 2022;27:109-17
Cooperative learning interventions and associated outcomes in future teachers: A systematic review
Javier Fernandez-Rio, Sergio Rivera-Pérez, Damián Iglesias
Rev Psic. 2022;27:118-31
Bidirectional association between normative adjustment and bullying perpetration in adolescence: A prospective longitudinal study
Eva M. Romera, Manuel Carmona-Rojas, Rosario Ortega-Ruiz, Antonio Camacho
Rev Psic. 2022;27:132-40
Bullying in adolescence: Impact on socioemotional and behavioral adjustment
Ildefonso Álvarez Marín, Alicia Pérez-Albéniz, Beatriz Lucas-Molina, Vanesa Martínez Valderrey, Eduardo Fonseca-Pedrero
Rev Psic. 2022;27:141-8
Emotional intelligence and social support of teachers: Exploring how personal and social resources are associated with job satisfaction and intentions to quit job
Sergio Mérida-López, Cirenia Quintana-Orts, Taina Hintsa, Natalio Extremera
Rev Psic. 2022;27:168-75
Effects of teachers’ participation in continuing professional development on students’ perceived physical literacy, motivation and enjoyment of physical activity
Raymond K.W. Sum, Tristan Wallhead, Fong-Jia Wang, Siu-Ming Choi, Ming-Hui Li, Yong Liu
Rev Psic. 2022;27:176-85
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