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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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Indexada en:

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

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Factor de impacto

El factor de impacto mide la media del número de citaciones recibidas en un año por trabajos publicados en la publicación durante los dos años anteriores.

© Clarivate Analytics, Journal Citation Reports 2021

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Factor de impacto 2020

CiteScore mide la media de citaciones recibidas por artículo publicado.

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Citescore 2019

SJR es una prestigiosa métrica basada en la idea de que todas las citaciones no son iguales. SJR usa un algoritmo similar al page rank de Google; es una medida cuantitativa y cualitativa al impacto de una publicación.

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SJR 2019

SNIP permite comparar el impacto de revistas de diferentes campos temáticos, corrigiendo las diferencias en la probabilidad de ser citado que existe entre revistas de distintas materias.

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SNIP 2019
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Vol. 27. Núm. 1.
Páginas 1-96 (Enero - Junio 2022)
Effect of an intervention in self-regulation strategies on academic achievement in elementary school: A study of the mediating effect of self-regulatory activity
José Carlos Núñez, Ellián Tuero, Estrella Fernández, Francisco Javier Añón, Emmanuel Manalo, Pedro Rosário
Rev Psic. 2022;27:9-20
Improving the prediction and understanding of academic success: The role of personality facets and academic engagement
Cristina Serrano, Sergio Murgui, Yolanda Andreu
Rev Psic. 2022;27:21-8
School and student determinants of reading performance: A multilevel analysis with Portuguese students
João Lopes, Célia Oliveira, Patrícia Costa
Rev Psic. 2022;27:29-37
Play and learn: Influence of gamification and game-based learning in the reading processes of secondary school students
Ana Manzano León, José Miguel Rodríguez Ferrer, José Manuel Aguilar Parra, Juan Miguel Fernández Campoy, Rubén Trigueros, Ana María Martínez Martínez
Rev Psic. 2022;27:38-46
Autogenic meditation training in a randomized controlled trial: A framework for promoting mental health and attention regulation in children
Juan M. Guiote, Vanessa Lozano, Miguel Ángel Vallejo, Blanca Mas
Rev Psic. 2022;27:47-55
Effects of a school-based intervention on physical activity, sleep duration, screen time, and diet in children
Miguel Angel Tapia-Serrano, Javier Sevil-Serrano, David Sánchez-Oliva, Mikel Vaquero-Solís, Pedro Antonio Sánchez-Miguel
Rev Psic. 2022;27:56-65
Interplay of psychological reactance, burnout, and spiritual intelligence: A case of Iranian EFL teachers
Reza Pishghadam, Nouroddin Yousofi, Asieh Amini, Maryam Sadat Tabatabayeeyan
Rev Psic. 2022;27:76-85
Do teachers’ engaging messages predict motivation to learn and performance?
Elisa Santana-Monagas, David W. Putwain, Juan L. Núñez, Juan F. Loro, Jaime León
Rev Psic. 2022;27:86-95
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