Publicaciones en colaboración con investigadores/as de Universidade do Minho (33)

2019

  1. Time spent and time management in homework in elementary school students: A person-centered approach

    Psicothema, Vol. 31, Núm. 4, pp. 422-428

2018

  1. Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students’ perceived homework quality

    Contemporary Educational Psychology, Vol. 53, pp. 168-180

  2. Motivational profiles in high school students: Differences in behavioural and emotional homework engagement and academic achievement

    International Journal of Psychology, Vol. 53, Núm. 6, pp. 449-457

2017

  1. How do student prior achievement and homework behaviors relate to perceived parental involvement in homework?

    Frontiers in Psychology, Vol. 8, Núm. JUL

  2. Promoting Gypsy children's behavioural engagement and school success: Evidence from a four-wave longitudinal study

    British Educational Research Journal, Vol. 43, Núm. 3, pp. 554-571

2016

  1. Academic goals, student homework engagement, and academic achievement in elementary school

    Frontiers in Psychology, Vol. 7, Núm. MAR

2015

  1. Homework and academic achievement across Spanish Compulsory Education

    Educational Psychology, Vol. 35, Núm. 6, pp. 726-746

  2. La motivación e implicación en los deberes escolares a lo largo de la escolaridad obligatoria

    Revista de psicodidáctica, Vol. 20, Núm. 1, pp. 47-63

  3. Motivational profiles as a combination of academic goals in higher education

    Educational Psychology, Vol. 35, Núm. 5, pp. 634-650

  4. Multiple Goals and Homework Involvement in Elementary School Students

    The Spanish Journal of Psychology, Vol. 18

  5. Predicting approach to homework in Primary school students

    Psicothema, Vol. 27, Núm. 4, pp. 334-340

  6. Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high school students

    Metacognition and Learning, Vol. 10, Núm. 3, pp. 375-406

  7. Teachers' feedback on homework, homework-related behaviors, and academic achievement

    Journal of Educational Research, Vol. 108, Núm. 3, pp. 204-216

2014

  1. Are teachers’ approaches to teaching responsive to individual student variation? A two-level structural equation modeling

    European Journal of Psychology of Education, Vol. 29, Núm. 4, pp. 577-601

  2. Diferencias en la implicación en los deberes escolares en función del rendimiento académico en estudiantes de primaria

    International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, Vol. 7, Núm. 1, pp. 437-448

  3. Motivación e implicación en los deberes escolares: diferencias en función del rendimiento académico y del curso

    International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, Vol. 7, Núm. 1, pp. 425-436

  4. Variables del estudiante, del profesor y del contexto en la predicción del rendimiento académico en biología: análisis desde una perspectiva multinivel

    Revista de psicodidáctica, Vol. 19, Núm. 1, pp. 145-172

2013

  1. Enfoques de enseñanza en Bachillerato en función de variables contextuales y del docente

    Revista de psicodidáctica, Vol. 18, Núm. 1, pp. 25-46

  2. Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: A structural equation model

    European Journal of Psychology of Education, Vol. 28, Núm. 4, pp. 1311-1331

  3. The relationship between approaches to teaching and approaches to studying: A two-level structural equation model for biology achievement in high school

    Metacognition and Learning, Vol. 8, Núm. 1, pp. 47-77