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

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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

2802

Highlights

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The rapid transition to online learning during the COVID-19 pandemic is viewed as paradigm shift in higher education.
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This study examines the mediating role of students’ basic psychological needs on the nexus between the learning climate and students’ engagement.
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The study corroborates that the satisfaction of basic psychological needs may stimulate students’ engagement in virtual learning environment.

Social support provided by the best friend and vigorous-intensity physical activity in the relationship between perceived benefits and global self-worth of adolescents

Diogo Monteiro, Filipe Rodrigues, Vítor P. Lopes

Rev Psic. 2021;26:70-7

Effects of a teacher training program on the motivation and satisfaction of history secondary students

Cosme J. Gómez Carrasco, Jairo Rodríguez-Medina, Pedro Miralles Martínez, Víctor B. Arias González

Rev Psic. 2021;26:45-52

Deep learning self-regulation strategies: Validation of a situational model and its questionnaire

Ernesto Panadero, Jesús Alonso-Tapia, Daniel García-Pérez, Juan Fraile, José Manuel Sánchez Galán, Rodrigo Pardo

Rev Psic. 2021;26:10-9

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

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Adolescent girls are more likely to develop internalizing symptoms than boys.
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Emotional competence fosters psychological adjustment among adolescents.
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Low self-esteem is a potential risk factor for adolescent’s internalizing symptoms.
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Self-esteem restrains the benefits of emotional competence on youth adjustment.

Digital pedagogy and cooperative learning: Effect on the technological pedagogical content knowledge and academic achievement of pre-service teachers

Lourdes Meroño, Antonio Calderón, José L. Arias-Estero

Rev Psic. 2021;26:53-61

Assessment of learning strategies with the ACRA and the Brief-ACRA scales: Competitive models, measurement invariance, and prediction of academic achievement in secondary elementary students from the Dominican Republic

Betty Reyes, Sylvia Georgieva, Sara Martínez-Gregorio, Saturnino de los Santos, Laura Galiana, José M. Tomás

Rev Psic. 2021;26:1-9

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

Effects of suprasegmental awareness on learning to read in the first school years

Raúl Gutiérrez-Fresneda, Isabel María De Vicente-Yagüe Jara, Elena Jiménez-Pérez

Rev Psic. 2021;26:28-34

Effect of the EFE-P program on the improvement of executive functions in Early Childhood Education

Miriam Romero-López, M. Carmen Pichardo, Ana Justicia-Arráez, Francisco Cano-García

Rev Psic. 2021;26:20-7

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

Education intervention using a ground robot with programmed directional controls: observational analysis of the development of computational thinking in early childhood education

Marta Terroba, Juan Miguel Ribera, Daniel Lapresa, M. Teresa Anguera

Rev Psic. 2021;26:143-51

University students and their perception of teaching effectiveness. Effects on students’ engagement

Carmen-María Fernández-García, Marcos Rodríguez-Álvarez, María-Paulina Viñuela-Hernández

Rev Psic. 2021;26:62-9

Sustained flow and personal best in higher education: A mixed-methods approach

Safoura Jahedizadeh, Afsaneh Ghanizadeh

Rev Psic. 2021;26:96-104

School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education

Vicente J. Llorent, David P. Farrington, Izabela Zych

Rev Psic. 2021;26:35-44

Highlights

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We have a pleasure to submit our article titled “School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education” to the Revista de Psicodidáctica.
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Some school policies are designed to promote a positive school climate, but little is known about their effectiveness. Little is still known about the role of school policy in improving school climate. It still needs to be discovered if school policy documents may improve social and emotional competencies and decrease bullying and cyberbullying. In this study, the effectiveness of school climate policy documents was studied controlling for the presence of minority groups, as a vulnerable group regarding their possible involvement bullying and cyberbullying
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School climate policy documents varied greatly in quantity and quality of accomplishment in each compulsory criterion among the different schools.
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This research study also describes the relationship between the quality of school climate policy documents and social and emotional competencies in students. Another contribution of this research is the study of the relation of bullying and cyberbullying to the quality of the school climate policy document, as a contextual factor, and social and emotional competencies, as an individual factor.
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According to the evidence from this study, promoting a positive school climate from the school climate policy document is worthy, as bullying perpetration could be reduced. The findings of this study have implications in school policy and educational reforms.
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Prof. Vicente J. Llorent, Prof. David P. Farrington and Prof. Izabela Zych

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

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

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

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