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PUBLICACIONES DESTACADAS

(Últimos cinco años, orden cronológico inverso)

2021

  • Valdivia-Salas, S., Jiménez, T. I., Lombas, A.S., y López-Crespo, G. (2021). School violence towards peers and teen dating violence: The mediating role of personal distress. International Journal of Environmental Research and Public Health, 18, 310.

  • Jiménez, T. I., León, J., Martín-Albo, J., Lombas, A. S., Valdivia-Salas, S., & Estévez, E. (2021). Transactional links between teacher–adolescent support, relatedness, and aggression at school: A three-wave longitudinal study. International Journal of Environmental Research and Public Health,18, 436.

  • Jiménez, T. I., Moreno-Ruiz, D., Estévez, E., Callejas-Jerónimo, J. E., López-Crespo, G., & Valdivia-Salas, S. (2021). Academic competence, teacher–student relationship, and violence and victimisation in adolescents: The classroom climate as a mediator. International Journal of Environmental Research and Public Health, 18, 1163.

  • Valdivia-Salas, S., Martín-Albo, J., Cruz, A., Villanueva, V., & Jiménez, T.I. (2021). Psychological flexibility with prejudice thoughts decreases personal distress and increases empathy among adolescents: A Spanish validation of the Avoidance and Action Questionnaire-Stigma. Frontiers in Psychology, 11, 3911.

  • Neto, D. D., da Silva, A. N., Roberto, M. S., Lubenko, J., Constantinou, M., Nicolaou, C., ... & Kassianos, A. P. (2021). Illness perceptions of COVID-19 in Europe: Predictors, impacts and temporal evolution. Frontiers in Psychology, 12.

  • Chong, Y. Y., Chien, W. T., Cheng, H. Y., Lamnisos, D., Ļubenko, J., Presti, G., ... & Kassianos, A. P. (2021). Patterns of psychological responses among the public during the early phase of covid-19: A cross-regional analysis. International Journal of Environmental Research and Public Health, 18, 4143.


2020

  • López-Crespo, G. L., Fidalgo, C. Á., Cabrera, J. M. L., & Esteban, D. C. (2020). Elaboración de vídeos docentes: más allá de la Flipped Classroom. Hekademos: Revista Educativa Digital, 28, 17-23.

  • Lucas-Alba, A., Melchor, Ó. M., Hernando, A., Fernández-Martín, A., Blanch-Micó, M. T., & Lombas, A. S. (2020). Distressed in the queue? Psychophysiological and behavioral evidence for two alternative car-following techniques. Transportation Research Part F: Traffic Psychology and Behaviour, 74, 418-432.

  • Martín-Albo, J., Valdivia-Salas, S., Lombas, A.S, & Jiménez, T.I. (2020). Spanish validation of the Emotion Regulation Questionnaire for children and adolescents (ERQ-CA): Introducing the ERQ-SpA. Journal of Research on Adolescence, 30, 55-60.

  • Garcia-Magarino, I., Plaza, I., Igual, R., Lombas, A. S., & Jamali, H. (2020). An Agent-based Simulator Applied to Teaching-learning Process to Predict Sociometric Indices in Higher Education. IEEE Transactions on Learning Technologies, 13, 246-258.

  • Gloster, A. T., Lamnisos, D., Lubenko, J., Presti, G., Squatrito, V., Constantinou, M., ... & Karekla, M. (2020). Impact of COVID-19 pandemic on mental health: An international study. PloS one, 15, e0244809.


2019

  • Escura, A., Valdivia-Salas, S., Martín-Albo, J., Zaldívar P.J.L., y López-Crespo, G. (2019). Relation between purpose in life and self-reported health in healthy and inpatient populations. Universitas Psychologica, 18, 1-11.

  • Estévez, E., Jiménez, T., & Segura, L. (2019). Emotional intelligence and empathy in aggressors and victims of school violence. Journal of Educational Psychology, 111, 488-496.

  • Jiménez, T. I., Estévez, E., Velilla, C. M., Martín-Albo, J., & Martínez, M. L. (2019). Family communication and verbal child-to-parent violence among adolescents: The mediating role of perceived stress. International Journal of Environmental Research and Public Health, 16, 4538.

  • Lombas, A. S. (2019). A review of the effect of compassion on mental health. Revista de Investigación y Educación en Ciencias de la Salud, 4, 1.

  • Lombas, A. S., Jiménez, T.I., Arguís-Rey, R., Hernández-Paniello, S., Valdivia-Salas, S., & Martín-Albo, J. (2019). Impact of the Happy Classrooms Programme on psychological well-being, school aggression and positive school climate in secondary education students: A mindfulness and character strengths-based intervention. Mindfulness, 10, 1642-1660.

  • Eslava, D., & López-Crespo, G. (2019). Relación entre la búsqueda de sensaciones y conductas de riesgo en adolescentes ecuatorianos desde una perspectiva de género. Informació Psicològica, 117, 32-46.

  • Albiol-Pérez, S., Bacca-Maya, A.F., Guitérrez-Beltrán, E.J., Valdivia-Salas, S., Jariod-Gaudes, R., Cano, S., & Jacho-Guanoluisa, N. (2019). The use of virtual cues in acquired brain injury rehabilitation. Meaningful evidence. En A. Rochá et al. (Ed.), Advances in Intelligent Systems and Computing. Springer.

  • Valdivia-Salas, S., y Páez-Blarrina (2019). Aceptación psicológica. Qué es y por qué se fomenta en terapia. Madrid: Pirámide.


2018

  • Lombas, A. S., & Esteban, M. A. (2018). The confounding role of basic needs satisfaction between self-determined motivation and well-being. Journal of Happiness Studies, 19, 1305- 1327.

  • García, L., y Valdivia-Salas, S. (2018). Intervención en el trastorno de ansiedad social a través de la Terapia de Aceptación y Compromiso: Una revisión sistemática. Behavioral Psychology-Psicología Conductual, 26, 247-260.

  • Estévez, E., Jiménez, T. I., & Moreno, D. (2018). Aggressive behavior in adolescence as a predictor of personal, family, and school adjustment problems. Psicothema, 30, 66-73.

  • Abós, A., Sevil, J., Martín-Albo, J., Julián, J.A., García-González, L. (2018). An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology, 52, 48-60.

  • Gallardo, L., Martin Albo, J., Barrasa, A. (2018). What leads to loneliness? An integrative model of social, motivational and emotional approaches in adolescence. Journal of Research on Adolescence, 28, 839-857.

  • Eisenbeck, N., Luciano, C., & Valdivia-Salas, S. (2018). Effects of a focused breathing mindfulness exercise on attention, memory and mood: The importance of task characteristics. Behavior Change, 35, 54-70.

  • Villanueva, V., Cruz, A., Eslava, D., & Valdivia-Salas, S. (2018). Relación entre agresividad e inflexibilidad psicológica en la adolescencia: Resultados preliminares. Informació Psicológica, 115, 108-119.

  • Goncalves, M., Albiol-Pérez, S., López, J., Valdivia-Salas, S., Cano, S., Giselle, E., Jacho, N., & Collazos, C. (2018). A groundbreaking technology in virtual rehabilitation to improve falls in older people. En A. Rocha, H. Adeli, L.P. Reis, and S. Constanzo (Eds.), Trends and Advances in Information Systems and Technologies, pp. 1251-1261. New York: Springer.

  • Jacho, N., Albiol-Pérez, S., Valdivia-Salas, S., Jariod-Gaudes, R., Collazos, C., Fardoun, H. (accepted for publication). Effects of extrinsic feedback on virtual rehabilitation for children with cerebral palsy: A comprehensive systematic review. In S.D.J. Barbosa, J. Filipe, I. Kotenko, K.M. Sivalingam, T. Washio, J. Yuan, L. Zhou (Eds.), Communications in Computer and Information Science. New York: Springer.


2017

  • Abós, A., Sevil, J., Julián, J.A., Martín-Albo, J.; García-González, L. (2017). Spanish validation of the Basic Psychological Needs at Work Scale: A measure to predict teachers’ well-being in the workplace. International Journal for Educational and Vocational Guidance, 18, 127-148.

  • Gil-Luciano, B., Ruiz, F.J., Valdivia-Salas, S., y Suárez-Falcón, J.C. (2017). Promoting psychological flexibility on tolerance tasks: Framing behavior through deictic/hierarchical relations and specifying augmental functions. Psychological Record, 67, 1.

  • Valdivia-Salas, S., Martín-Albo, J., Zaldívar, P.J.L., Lombas, A. S., & Jiménez, T.I. (2017). Spanish validation of the Avoidance and Fusion Questionnaire for Youth. Assessment, 24, 919-931.

  • Martín-Albo, J., Lombas, A. S., Jiménez, T. I., Valdivia-Salas, S., Núñez, J. L., & León, J. (2015). The mediating role of relatedness between repair and loneliness: a preliminary model in high school students. Journal of Hapiness Studies, 16, 1131-1148.

  • Lombas, A. S., Martín-Albo, J., Valdivia-Salas, S., & Jiménez, T. I. (2014). The relationship between perceived emotional intelligence and depressive symptomatology: The mediating role of perceived stress. Journal of Adolescence, 37, 1069-1076.

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