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Revista de Psicodidáctica (English Edition)

Revista de Psicodidáctica (English Edition) Most often read

Revista de Psicodidáctica (English Edition)

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 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 2025

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Impact factor 2023

3.8

Citescore

CiteScore measures average citations received per document published.

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Citescore 2024

6.9

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 2024

0.946

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 2024

1.601

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Journal Information

Most often read

Vol. 31. Issue. 1

12993

Association between bullying victimization, anxiety and depression in childhood and adolescence: The mediating effect of self-esteem

Nekane Balluerka, Jone Aliri, Olatz Goñi-Balentziaga, Arantxa Gorostiaga

Rev Psic. 2023;28:26-34

12993

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8296

Active break as a tool for improving attention in the educational context. A systematic review and meta-analysis

Eduardo Melguizo-Ibáñez, Félix Zurita-Ortega, Gabriel González-Valero, Pilar Puertas-Molero, Pedro Tadeu, José Luis Ubago-Jiménez, José Manuel Alonso-Vargas

Rev Psic. 2024;29:147-57

8296

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6891

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

6891

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6875

Impact of artificial intelligence on assessment methods in primary and secondary education: Systematic literature review

Miguel Martínez-Comesaña, Xurxo Rigueira-Díaz, Ana Larrañaga-Janeiro, Javier Martínez-Torres, Iago Ocarranza-Prado, Denis Kreibel

Rev Psic. 2023;28:93-103

6875

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4781

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

4781

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4446

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

4446

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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4277

The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. A two-year quasi-experimental study

María Caballero, Vicente J. Llorent

Rev Psic. 2022;27:158-67

4277

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4092

Emotional intelligence and suicidal ideation in adolescents: The mediating and moderating role of social support

Héctor Galindo-Domínguez, Daniel Losada Iglesias

Rev Psic. 2023;28:125-34

4092

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4016

Identifying the role of emotional intelligence in achievement emotions and their effects on deep learning strategies in university students

Ana Nieto, Javier Sánchez-Rosas, Consuelo Gómez-Iñiguez

Rev Psic. 2024;29:47-56

4016

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3846

Understanding school refusal behavior in adolescence: Risk profiles and attributional style for academic results

Aitana Fernández-Sogorb, Carolina Gonzálvez, Margarita Pino-Juste

Rev Psic. 2023;28:35-43

3846

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3466

Effect of an early intervention program for oral and written language on the reasoning ability of students at risk of learning disabilities

Isaías Martín-Ruiz, Maria-José González-Valenzuela

Rev Psic. 2024;29:69-77

3466

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3440

Using profile analysis and ROC curves to examine the relationship between perfectionism and academic self-efficacy in secondary school students

Andrea Fuster-Rico, María Vicent, Carolina Gonzálvez, María Pérez-Marco, Lucía Granados-Alós, Raquel Suriá

Rev Psic. 2024;29:139-46

3440

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3398

Risk profiles of social anxiety for interpersonal difficulties in a sample of Spanish adolescents

Dori J.A. Urbán, José M. García-Fernández, Cándido J. Inglés

Rev Psic. 2024;29:9-18

3398

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3143

Do perceived motor competence and physical literacy mediate the association between actual motor competence and physical activity engagement?

Nuria Ortega-Benavent, Cristina Menescardi, Jaime Cárcamo-Oyarzún, Isaac Estevan

Rev Psic. 2024;29:158-65

3143

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3136

Spanish-Moroccan differences in school, clinical, and personal maladjustment during adolescence

Paola Bully, Joana Jaureguizar, Elena Bernaras

Rev Psic. 2025;30:

3136

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3086

Personal and ethnic-cultural bullying in the Peruvian Amazon: Prevalence, overlap and predictors

Jacinto Martínez-Santiago, Izabela Zych, Antonio J. Rodríguez-Hidalgo

Rev Psic. 2023;28:153-63

3086

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3060

On the role of non-linguistic rhythm skills in the early stages of formal learning to read

Nieves Valencia-Naranjo, Nuria Calet, María Auxiliadora Robles-Bello, Nicolás Gutiérrez-Palma

Rev Psic. 2024;29:166-75

3060

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2993

Trans reality in the educational system: A systematic review

Olatz Etxebarria-Perez-de-Nanclares, Maria Teresa Vizcarra-Morales, Rakel Gamito-Gomez, Ana Luisa López-Vélez

Rev Psic. 2023;28:104-14

2993

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2989

Assessment of emotion knowledge in a bilingual context and its relationship with adaptive behavior in early childhood education

Natalia Alonso-Alberca, Ana I. Vergara

Rev Psic. 2025;30:

2989

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2871

Future work self and proactive career behavior, the serial mediating effect of academic passion and resilience

Miguel Bernabé, Richard Merhi, Ana Lisbona, Francisco Palací

Rev Psic. 2024;29:39-46

2871

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