Evaluation of programmes under the positive parenting initiative in Spain: introduction to the special issue
María José Rodrigo López, María Victoria Hidalgo García, Sonia Byrne, Isabel María Bernedo Muñoz, Lucía Jiménez García
págs. 1-13
Evidence-based standards in the design of family support programmes in Spain
Isabel María Bernedo Muñoz, Maria Àngels Balsells Bailón, Lucía González Pasarín, María Ángeles Espinosa Bayal
págs. 15-23
Sonia Byrne, Silvia López-Larrosa, Juan C. Martín, Enrique Callejas Castro, María Luisa Máiquez Chaves, María José Rodrigo López
págs. 25-33
The evaluation of family support programmes in Spain: an analysis of their quality standards
María Victoria Hidalgo García, Beatriz Rodríguez Ruiz, Francisco Juan García Bacete, Raquel Amaya Martínez González, Isabel López Verdugo, Lucía Jiménez García
págs. 35-43
An integrated analysis of the impact of Spanish family support programmes with informed evidence
Carmen Orte Socias, Javier Pérez Padilla, Jesús Manuel Maya Segura, Lidia Sánchez Prieto, Joan Alfred Amer Fernández, Magdalena Sofía Baena Medina, Bárbara Lorence Lara
págs. 45-53
Are dyslexic people more creative? myth or reality: a meta-analysis
Mónica Gutiérrez Ortega, Mariem Torres Quesada, Patricia Crespo Alberto, Verónica López Fernández, Noemi Fariña Díaz, Analía Barbón Gutiérrez
págs. 55-64
Teachers’ opinions about the teaching of reading in Spain
Almudena Giménez de la Peña, Auxiliadora Sánchez, Amanda Flores Martín, Juan Luis Luque Vilaseca
págs. 65-73
Cooperative learning, emotions, and academic performance in physical education: a serial multiple mediation model
Benito León del Barco, Javier Fernández Río, Sergio Rivera Pérez, Damián Iglesias Gallego
págs. 75-82
Phonological awareness assessment test (PACOF) for pre-school children: evidence of validity and reliability
págs. 83-90
Development and validation of the self-efficacy for writing and defending academic texts scale
Silvia Collado, Camino Álvarez Fidalgo, Rocío Rodríguez Rey, Miguel A. Sorrel
págs. 91-99
págs. 101-107
Heavy study investment in pre-adolescence and adolescence: psychometric properties of the Studyholism Inventory (SI-10)
págs. 109-120
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