Estévez, E., & Jiménez, T. I. (2025). Características y dinámicas familiares en la violencia filio-parental. En M. C. Moreno & Legaz, F. (Dirs.). Comprender, prevenir e intervenir en la violencia filio-parental (pp. 237-261). Aranzadi. Enlace

Escriche‐Martinez, S., Diaz‐Orueta, U., Gala‐Serra, C., Sierra‐Martínez, E., López‐Crespo, G., & López‐Antón, R. (2025). Cognitive Decline in Hospitalized Older Adults: A Scoping Review. Psychogeriatrics, 25(6), e70102.

Sánchez-Pérez, Noelia; Montagud Romero, Sandra (2025). Dificultades en el aprendizaje de las matemáticas o discalculia. Procesos evolutivos y diversidad. Manual de referencia para docentes de educación primaria. p.p. 149-163. 2025. ISBN 978-84-368-5096-355-

López Crespo, Ginesa Ana; Sánchez-Pérez, Noelia; Escriche-Martínez, Sara (2025). Papel de la familia en la escuela. Procesos evolutivos y diversidad. Manual de referencia para docentes de educación primaria. p.p. 55-66. 2025. ISBN 978-84-368-5096-355-

Quirantes-Gutierrez, Gemma; Fernández Estévez, Ángeles; Artés Ordoño, Gabriel; López-Crespo, Ginesa (2025). Design of an Emotional Facial Recognition Task in a 3D Environment. Computers (basel). 4 – 14. p.p. 153 [13 pp.]. 2025. ISSN 2073-431X

Salmerón, Ladislao; Altamura, Lidia; Blanco-Gandía, Mari Carmen; Mañá, Amelia; Montagud, Sandra; Romero, Mario; Vargas, Cristina; Gil, Laura (2025). Did screen reading steal children’s focus? Longitudinal associations between reading habits, selective attention and text comprehension. Journal of research in reading. 2 – 48. p.p. 175-198. 2025. ISSN 0141-0423

Hernando Mazón, Ana; Lucas Alba, Antonio; Lombas Fouletier, Andrés Sebastián; Blanch Micó, María Teresa (2025). The impact of design factors on drivers’ and non-drivers’ comprehension of Variable Message Signs. Behavioral sciences. 9 – 15. p.p. 1288 [15 pp.]. 2025. ISSN 2076-328X

López-Crespo, Ginesa; Mursalzade, Goshgar; Sánchez-Pérez, Noelia; Valdivia-Salas, Sonsoles (2025). The mediating role of psychological flexibility on the relationship between academic emotions, academic engagement, and academic achievement among university students. Frontiers in psychology. 16. p.p. [7 pp.]. 2025. ISSN 1664-1078

Fernández-Catalán, Guillem; Modrego-Alarcón, Marta; Sánchez-Pérez, Noelia; Alcaraz-Iborra, Manuel (2025). The Mediation Role of Emotional Symptoms Between Impulsivity Traits and Problematic Gaming Behavior in Adolescents. Journal of adolescence. p.p. [10 pp.]. 2025. ISSN 0140-1971

Mursalzade, Goshgar; Escriche-Martínez, Sara; Valdivia-Salas, Sonsoles; Jiménez, Teresa I.; López-Crespo, Ginesa (2025). Factors Associated with Psychological Flexibility in Higher Education Students: A Systematic Review. Sustainability (switzerland). 12 – 17. p.p. 5557 [23 pp.]. 2025. ISSN 2071-1050

Valdivia-Salas, Sonsoles; Chulián, Alejandra (2025). Internalized Ageism and Other Barriers to Purpose in Later Life: Protocol for a Qualitative Study. International journal of qualitative methods, the. 24. p.p. [7 pp.]. 2025. ISSN 1609-4069

Jiménez, Teresa I.; Lombas, Andrés S.; Pereira, Roberto; Benedí, Manuel (2025). Violencia filio-parental en adolescentes y su relación con estilos y prácticas de socialización parental. Mosaico. 91(2). p.p. 61-76. 2025. ISSN 1887-0600

Jiménez, Teresa I.; Estévez-García, Jesús F.; Musitu, Gonzalo; Estévez, Estefanía (2025). Suicidal Ideation and Suicidal Attempt in Spanish Adolescents: Risk Profiles Identified Through Decision Tree Analysis. Intervención psicosocial. 3 – 34. p.p. 161-173. 2025. ISSN 1132-0559

Correas, Ángela G.; Olaso-Gonzalez, Gloria; Roca, Marta; Blanco-Gandía, Mari Carmen; Nascimento, Carla; Lahoz, Agustín; Rodríguez-Arias, Marta; Miñarro, José; Gómez-Cabrera, Mari Carmen; Viña, José.(2024). Glucose 6 phosphate dehydrogenase overexpression rescues the loss of cognition in the double transgenic APP/PS1 mouse model of Alzheimer’s disease. Redox biology. 75. p.p. 103242 [12 pp.]. 2024. ISSN 2213-2317

Blanco-Gandía, M. Carmen; López-Crespo, Ginesa A.; Escriche-Martínez, Sara;  Jiménez-Gutiérrez, Teresa I. (2024). Uso del portafolios electrónico en el alumnado universitario y el papel de la autorregulación. Nuevas investigaciones educativas para definir la enseñanza y el aprendizaje. p.p. 47-61. 2024. ISBN 978-84-1079-033-9

Chulián Horrillo, Alejandra; Valdivia-Salas, Sonsoles; Páez, Marisa (2024). Una mirada contextual al edadismo. Análisis y modificación de conducta. 182 – 50. p.p. 69-88. 2024. ISSN 0211-7339

José Martín-Albo Lucas (2024). Una historia inacabada. Llámalo cáncer: creación artística para visibilizar testimonios de vida en torno al diagnóstico de cáncer. p.p. p. 6-8. 2024. ISBN 9788409678433

M. Carmen Blanco Gandía y Ángel Castro Vázquez (2024). Sensibilizar a través del arte: Un enfoque humano sobre el cáncer. Llámalo cáncer: creación artística para visibilizar testimonios de vida en torno al diagnóstico de cáncer. p.p. p. 12-15. 2024. ISBN 9788409678433

Sicilia, Álvaro; Griffiths, Mark D.; Martín-Albo, José (2024). A Longitudinal Study of Pubertal Timing and Tempo on Body Shame Among Young Adolescent Girls and Boys. Sex roles. p.p. [14 pp.]. 2024. ISSN 0360-0025

Jiménez, Teresa I.; Estévez-García, Francisco; Estévez, Estefanía (2024). Suicidal behavior in adolescents: an ecological-relational study. Psicothema. 4 – 36. p.p. 389-402. 2024. ISSN 0214-9915

Sánchez-Pérez, N., Fuentes, L. J., & González-Salinas, C. (2024). The contribution of children’s effortful control to math performance is partially mediated by math anxiety. European Journal of Psychology of Education, 1-25.

Ferrer-Pérez, C., Montagud-Romero, S., Blanco-Gandía, M.C. (2024) Neurobiological Theories of Addiction: A Comprehensive Review. Psychoactives, 3, 35-47. https://doi.org/10.3390/psychoactives3010003

Vargas, C., Altamura, L., Blanco-Gandía, M.C., Gil, L., Mañá, A., Montagud-Romero, S., Salmerón, L. (2024). Print and digital reading habits and comprehension in children with and without special education needs. Res Dev Disabil. 2024 Jan 23;146:104675. https://doi.org/10.1016/j.ridd.2024.104675

Navarro Villarreal, A. G., García Vázquez, F.I. León-Moreno, C. y Valdés Cuervo, A. (2024). Propiedades psicométricas de una escala para medir valor moral en estudiantes universitarios. En M. Urías Murrieta et al. (Coords.), Docencia, tecnología y convivencia: un enfoque integral (pp. 126-134). Hermosillo: Qartuppi. ISBN: 978-607-8694-48-8

Montagud-Romero, S., Ferrer-Pérez, C., Blanco-Gandía, M.C. (2023) Intermittent excessive behaviors: differences in alcohol consumption and binge eating between young adults of rural and urban areas. Health and Addictions, 23, 1. https://doi.org/10.21134/haaj.v23i1.742

Sicilia, Á., Alcaraz-Ibáñez, M., Paterna, A., Gallardo, L. O., & Martín-Albo, J. (2023). Effects of Pubertal Timing and Pubertal Tempo on Social Physique Anxiety, Self-determined Motivation, and Exercise in Early Adolescent Girls. Journal of Adolescent Health, 73(1), 37-43.https://doi.org/10.1016/j.jadohealth.2023.01.025

Esteban, J., Suárez‐Relinque, C., & Jiménez, T. I. (2023). Effects of family therapy for substance abuse: A systematic review of recent research. Family Process, 62(1), 49-73. https://onlinelibrary.wiley.com/doi/epdf/10.1111/famp.12841

Urías, K. M., Montero, X., Musitu, G., Estévez, E., Jiménez, T. I., & Padilla-Bautista, J. A. (2023). Escala de comunicación padres e hijos adolescentes: Evidencia de validez en México. Psicumex, 13, e541. https://psicumex.unison.mx/index.php/psicumex/article/view/541

Ferrer-Pérez, C., Montagud-Romero, S., Blanco-Gandía, M.C. (2023). Estresores y perfil de vulnerabilidad al estrés académico en estudiantes universitarios durante el confinamiento. International Journal of Developmental and Educational Psychology (INFAD), 2, 129-140. https://doi.org/10.17060/ijodaep.2023.n2.v1.2584

Sánchez-Pérez, N.; Gracia-Esteban, M.; Santamaría-Gutiez, R.; López-Crespo, G. (2023) Contact with nature and executive functions: A pilot study with Spanish preschoolers. Journal of Childhood, Education & Society, 4(3).https://doi.org/10.37291/2717638X.202343269

Sicilia, Á., & Martín-Albo, J. (2023). Imagen corporal, salud y educación. Dykinson. ISBN: 9788411701174

Musitu-Ferrer, D. y León-Moreno, C.  (2023). El Aula Natura en los centros educativos: el programa EDUCAM. Barcelona: Octaedro. ISBN: 9788419690418

Durón Ramos, M. F., Sánchez Escobedo, P., Valdéz Corral, L., García, F. y León-Moreno, C.  (2023). Correlatos entre bienestar y agresión reactiva en adolescentes escolarizados de México. En F. Alcantud-Marín et al. (Coords.), Bienestar Psicológico y Digitalización: El gran reto de la Psicología hoy (pp. 2604 –2610). Dykinson. ISBN: 978-84-1170-366-6.  SPI Q1 = ICEE 456

León-Moreno, C,  Calvo Díaz, S., Jiménez, T. I. y García Vázquez, F. I. (2023). Fortalezas humanas e intervenciones defensivas de las víctimas de acoso escolar: ¿Qué nos cuenta el alumnado ayudante a través de sus dibujos? En A. Jiménez et al. (Coords.), La escuela promotora de derechos, buen trato y participación (pp. 1348-1356). Barcelona: Octaedro. ISBN: 9788419690005. SPI Q1 = ICEE 141

Hernández-Ballester, C., Ferrer-Pérez, C., Montagud-Romero, S. y Blanco-Gandía, M. C. (2023). Estrés en tiempos de confinamiento: estrategias de afrontamiento y crecimiento postraumático en población universitaria. Revista de Psicología y Educación, 18(1), 01-10. https://doi.org/10.23923/rpye2023.01.229

León-Moreno, C., Suárez-Relinque, C., Callejas-Jerónimo, J.E., & Garcia Vazquez, F.I. (2023). Is it my fault? The role of the feeling of guilt in adolescent peer victimization. Frontiers in Psychology, 13, https://doi.org/10.3389/fpsyg.2022.1089689

Hernando, A., Lucas-Alba, A., Blanch, M.T., Lombas, A.S. (2022). Effect of design factors on drivers’ understanding of variable message signs locating traffic events. Transportation Research Part F: Traffic Psychology and Behaviour, 91, 223-235. https://doi.org/10.1016/j.trf.2022.10.005.

Comes-Fayos, J., Romero-Martínez, A., Rodríguez-Moreno, I., Blanco-Gandía, M.C.,Rodríguez-Arias, M., Lila, M., Blasco-Ros, C., Bressanutti, S., Moya-Albiol, L. (2022) Hormonal Profile in Response to an Empathic Induction Task in Perpetrators of Intimate Partner Violence: Oxytocin/Testosterone Ratio and Social Cognition. Int J Environ Res Public Health, 19(13), 7897 https://doi.org/10.3390/ijerph19137897

Arenas, M.C., Castro-Zavala, A., Martín-Sánchez, A., Blanco-Gandía, M.C., Miñarro, J., Valverde, O., Manzanedo, C. (2022) Prepulse inhibition can predict the motivational effects of cocaine in female mice exposed to maternal separation. Behavioral Brain Research, 416. http://doi.org/10.1016/j.bbr.2021.113545

Comes-Fayos, J., Blanco-Gandía, M.C., Moreno, I.R., Rodríguez-Arias, M., Lila, M., Sarrate-Costa, C., Romero-Martínez, A., Moya-Albiol, L. (2022) Reduced salivary oxytocin after an empathic induction task in Intimate Partner Violence perpetrators: Importance of socio-affective functions and its impact on prosocial behavior. Psychoneuroendocrinology, 137, http://doi.org/10.1016/j.psyneuen.2021.105644

Collado, S., Moreno, J. D., & Martín-Albo, J. (2022). Innovation for environmental sustainability: longitudinal effects of an education for sustainable development intervention on university students’ pro-environmentalism. International Journal of Sustainability in Higher Education, 23(6), 1277-1293.

Ródenas-González, F., Blanco-Gandía, M.C., Miñarro, J., Rodríguez-Arias, M. (2022) Effects of ketosis on cocaine-induced reinstatement in male mice. Neuroscience Letters, 778, https://doi.org/10.1016/j.neulet.2022.136619

Ponce Gea, A.I., Sánchez-Pérez, N. (2022). Concepciones subyacentes a la construcción del conocimiento: un modelo desde la didáctica de la historia. Revista Española de Pedagogía, 80. https://doi.org/10.22550/REP80-2-2022-04

Cañas, E., Estévez, E., Gargallo, E., Jiménez T.I. y Liédana, L. (2022). Ideas para compartir el tiempo de ocio en familia: una guía práctica. Editorial Acción Familiar. ISBN: 978-84-09-30258-1

Hernando, A., Lucas-Alba, A., Blanch, M. T., Lombas, A. S., Arbaiza, A., Remeijn, H., Thyni, G., & Tognoni, G. (2022). On Drivers’ Reasoning About Traffic Signs: The Case of Qualitative Location. Journal of Applied Research in Memory and Cognition. 11(4), 569–579. https://doi.org/10.1037/mac0000016

Verdejo-García, A., Hanegraaf, L., Blanco-Gandía, M.C., López-Arnau, R., Grau, M., Miñarro, J., Escubedo, E., Pubill, D., Rodríguez-Arias, M. (2022) Impact of adolescent methamphetamine use on social cognition: A human-mice reverse translation study. Drug and Alcohol Dependence, 230 2022 http://doi.org/10.1016/j.drugalcdep.2021.109183

Salmerón, L., Altamura, L., Blanco-Gandía, M.C., Montagud-Romero, S., Vargas, C. (2022) Validation of a reading comprehension efficiency test for Spanish university students. Psicológica, 43(2): e14809 https://doi.org/10.20350/digitalCSIC/14809

Valdivia-Salas, S. (2022). Terapias contextuales: Si Skinner levantara la cabeza. En M. Porcel y M. Pérez-Álvarez (eds.), Skinner Revisitado, Granada: Co-presencias Editorial, pp. 387-424.

Corella, C., Abarca-Sos, A., Gallardo, L. O., Martín-Albo, J., & Zaragoza, J. (2022). Longitudinal study of physical activity in college students: Testing self-determination theory based on stages of change. Current Psychology, 41(12), 9053-9062.

Ródenas-González, F., Blanco-Gandía, M.C., Miñarro, J., Rodríguez-Arias, M. (2022) Cognitive profile of male mice exposed to a Ketogenic Diet. Physiology and Behavior, 254, https://doi.org/10.1016/j.physbeh.2022.113883

López-Crespo, G., Blanco-Gandía, M. C., Valdivia-Salas, S., Fidalgo, C., & Sánchez-Pérez, N. (2022). The educational e-portfolio: preliminary evidence of its relationship with student’s self-efficacy and engagement. Education and Information Technologies, 27(4), 5233-5248.  https://doi.org/10.1007/s10639-021-10827-2  

Esteve, D., Molina-Navarro, M.M., Giraldo, E., Martínez-Varea, N., Blanco-Gandía, M.C., Rodríguez-Arias, M., García-Verdugo, J.M., Viña, J., Lloret, A. (2022) Adult Neural Stem Cell Migration Is Impaired in a Mouse Model of Alzheimer’s Disease. Molecular Neurobiology, 2022 http://doi.org/10.1007/s12035-021-02620-6

Valdivia-Salas, S., Lombas, A. S., Jiménez, T. I., Lucas-Alba, A., & Villanueva-Blasco, V. J. (2022). Profiles and risk factors for teen dating violence in Spain. Journal of Interpersonal Violence,38(3-4), 4267–4292. https://doi.org/10.1177/08862605221114305.

Valdivia-Salas, S., Lombas, A. S., López-Crespo, G., & Zaldivar, P. J. (2022). Derived generalization of attentional bias for laboratory-induced threat: Yes but. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1004157

Valdivia-Salas, S., Lombas, A. S., Salvador, S., & López-Crespo, G. (2022). Psychological inflexibility and valuing happiness: Dangerous liaisons. Frontiers in Psychology, 13,  949615. https://doi.org/10.3389/fpsyg.2022.949615

Lucas-Alba, A., Levy, S.T., Melchor, O.M., Zarzoso-Robles, A., Ferruz, A.M., Blanch, M.T. y  Lombas. A.S. (2022). Learning an Alternative Car-Following Technique to Avoid Congestion with an Instructional Driving Simulator.IEEE Transactions on Learning Technologies, 15(6), 771-782. https://doi.org/10.1109/TLT.2022.3208003.

Suárez-Relinque, C., Del Moral, G., León-Moreno, C., & Callejas-Jerónimo, J. E. (2022). Emotional loneliness, suicidal ideation, and alexithymia in adolescents who commit child-to-parent violence. Journal of Interpersonal Violence. 38(3-4), 4007–4033. https://doi.org/10.1177/08862605221111414

León-Moreno, C., Suárez-Relinque, C., Musitu-Ferrer, D., & Herrero, J. (2022). Peer victimization, peer aggression and depressive symptoms over time: A longitudinal study with latent growth curves. Psychosocial Intervention, 31(3), 169–176. https://doi.org/10.5093/pi2022a13

Esteban, J., Suárez‐Relinque, C., & Jiménez, T. I. (2022). Effects of family therapy for substance abuse: A systematic review of recent research. Family Process. https://doi.org/10.1111/famp.12841

Tenenboim, E., Lucas-Alba, A., Melchor, O.M., Toledo, T., Bekhor, S. (2022). Car following with an inertia-oriented driving technique: A driving simulator experiment. Transportation Research Part F: Traffic Psychology and Behaviour, 89, 72-83. https://doi.org/10.1016/j.trf.2022.06.003.

Hernando, A., Lucas-Alba, A., Ferruz, A. M., & Hernández, S. O. (2021). The role of drivers’ schemes on traffic signs comprehension. Transportation Research Procedia, 58, 340-346. https://doi.org/10.1016/j.trpro.2021.11.046

Sánchez-Pérez, N.; González-Salinas, C. (2021). Cognitive empathy as a moderator in the relation between negative emotionality traits and schoolchildren’s aggressive behaviours. En D. Jolliffe y D. Farrington (Eds.), Empathy Versus Offending, Aggression, and Bullying: Advancing Knowledge Using The Basic Empathy Scale. Routledge. ISBN 9780429287459

Hernández Ballester, C., Férrer-Pérez, C., Blanco-Gandía, M.C., Montagud-Romero, S. (2021) Estrategias de afrontamiento ante el estrés académico en tiempos de pandemia. En: Investigación e innovación educativa frente a los retos para el desarrollo sostenible. DYKINSON, S.L., ISBN: 978-84-1122-022-4

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.

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.

Álvarez, C., López-Crespo, G., Martín-Albo, J. (2019). Cuaderno de prácticas de Psicología de la Educación. Editorial Centro de Estudios Sociales de América Latina. ISBN: 978-9942-8742-8-3

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.

Gonzalez-Salinas, C.; Sánchez-Pérez, N.; Fuentes, L.J.; Montirosso, R.; Heinonen, K. (2018). Cross Cultural Differences in Associations between Temperament and Behavior Problems. En M.A. Garstein y S.P.Putnam (Eds.), Toddlers, Parents, and Culture: Findings from the Joint Effort Toddler. Routledge. ISBN 978-1138702301.

Prokasky,A.; Lecannelier, F.; Sánchez-Pérez, N.; Gartstein, M. (2018). DAQ Sleep, Temperament and Behavior Problems. En M.A. Garstein y S.P.Putnam (Eds.), Toddlers, Parents, and Culture: Findings from the Joint Effort Toddler. Routledge. ISBN 978-1138702301.

Blanco-Gandía, M.C., Montagud-Romero, S., Rodríguez-Arias, M. (2018). Role of Present and Future Pharmacological Treatments for Opioid Addiction. En: Opioids: From analgesic use to addiction. IntechOpen (Open Access books). ISBN: 978-1-83880-953-9 doi:10.5772/intechopen.82443.

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.

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