Publicacions en col·laboració amb investigadors/es de Universidad de Deusto (13)

2023

  1. Effects of Rubrics on Academic Performance, Self-Regulated Learning, and self-Efficacy: a Meta-analytic Review

    Educational Psychology Review, Vol. 35, Núm. 4

2022

  1. Effects of self-assessment and peer-assessment interventions on academic performance: A meta-analysis

    Educational Research Review, Vol. 37

2021

  1. The Effects of Testosterone on the Brain of Transgender Men

    Androgens, Vol. 2, Núm. 1, pp. 252-260

2019

  1. Organizational tolerance for workplace harassment: Development and validation of the POT scale

    Sustainability (Switzerland), Vol. 11, Núm. 15

2018

  1. Influencing salespeople’s work outcomes through authentic leadership

    Leadership and Organization Development Journal, Vol. 39, Núm. 7, pp. 926-944

2016

  1. Cuando la organización mira hacia otro lado: Tolerancia organizacional

    DYNA management, Vol. 4, Núm. 1

  2. Newcomers’ learning and co-worker undermining: moderated mediation analysis

    Journal of Managerial Psychology, Vol. 31, Núm. 5, pp. 914-929

2015

  1. The effects of authentic leadership on turnover intention

    Leadership and Organization Development Journal, Vol. 36, Núm. 8, pp. 955-971

2013

  1. The role of outcome inhibition in interference between outcomes: A contingency-learning analogue of retrieval-induced forgetting

    British Journal of Psychology, Vol. 104, Núm. 2, pp. 167-180

2011

  1. Backward blocking and interference between cues are empirically equivalent in non-causally framed learning tasks

    Psychological Record, Vol. 61, Núm. 1, pp. 141-152

  2. Secuelas de la violencia colectiva: hablan las víctimas del estudio ISAVIC

    Gaceta Sanitaria, Vol. 25, Núm. 2, pp. 115-121

  3. ¿Cómo influye la violencia colectiva en la salud? Modelo conceptual y diseño del estudio ISAVIC

    Gaceta Sanitaria, Vol. 25, Núm. 3, pp. 246-253

2008

  1. Overshadowed cues have reduced ability to retroactively interfere with other cues

    Learning and Motivation, Vol. 39, Núm. 4, pp. 313-322