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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 2020
3.225
Citescore

CiteScore measures average citations received per document published.

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Citescore 2019
3.8
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 2019
0.837
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 2019
1.21
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Issue
Vol. 26. Issue 2.
Pages 87-178 (July - December 2021)
Academic grit modulates school performance evolution over time: A latent transition analysis
Álvaro Postigo, Marcelino Cuesta, Rubén Fernández-Alonso, Eduardo García-Cueto, José Muñiz
Rev Psic. 2021;26:87-95
Sustained flow and personal best in higher education: A mixed-methods approach
Safoura Jahedizadeh, Afsaneh Ghanizadeh
Rev Psic. 2021;26:96-104
Empirically based decisions: The effect of musical and humanistic activities on self-efficacy and student academic performance
Ismael Gallardo, Carolina Iturra, Mirta Bustamante, Iván Pérez, Manuel Clavijo
Rev Psic. 2021;26:105-12
The long-term effects of emotional competencies and self-esteem on adolescents’ internalizing symptoms
Konstanze Schoeps, Alicia Tamarit, Silvia Postigo Zegarra, Inmaculada Montoya-Castilla
Rev Psic. 2021;26:113-22
Highlights

  • Adolescent girls are more likely to develop internalizing symptoms than boys.

  • Emotional competence fosters psychological adjustment among adolescents.

  • Low self-esteem is a potential risk factor for adolescent’s internalizing symptoms.

  • Self-esteem restrains the benefits of emotional competence on youth adjustment.

Sexism's influence in sex education programs: An empirical study
Silvia Ubillos-Landa, Eider Goiburu-Moreno, Alicia Puente-Martínez, Juan Pablo Pizarro-Ruiz
Rev Psic. 2021;26:123-31
Improvement of attention and stress levels in students through a Mindfulness intervention program
Antonio Baena-Extremera, María del Mar Ortiz-Camacho, Alba M. Marfil-Sánchez, Antonio Granero-Gallegos
Rev Psic. 2021;26:132-42
A nationwide analysis of the effectiveness of a Social and Emotional Learning program in Portugal: Focus on the role of developers’ involvement
Vítor Alexandre Coelho, Ana Maria Romão, Patrícia Ribeiro Silva, Sofia Saldanha
Rev Psic. 2021;26:152-9
Parental supervision and victims of cyberbullying: Influence of the use of social networks and online extimacy
José-María Martin-Criado, José-Antonio Casas, Rosario Ortega-Ruiz, Rosario Del Rey
Rev Psic. 2021;26:160-7
Online learning during the COVID-19 pandemic: Applying the self-determination theory in the ‘new normal’
Sobia Shafaq Shah, Asif Ali Shah, Farzana Memon, Atika Ahmad Kemal, Arjumand Soomro
Rev Psic. 2021;26:168-77
Highlights

  • The rapid transition to online learning during the COVID-19 pandemic is viewed as paradigm shift in higher education.

  • This study examines the mediating role of students’ basic psychological needs on the nexus between the learning climate and students’ engagement.

  • The study corroborates that the satisfaction of basic psychological needs may stimulate students’ engagement in virtual learning environment.

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