00000nab a2200000 4500 10.1007_s12144-026-09327-8 OREX-CRIS 261112s2026 sp o 000 0 eng d m o h cr ||||||||||| 1046-1310 1936-4733 10.1007/s12144-026-09327-8 doi OREX-CRIS spa rda OREX-CRIS eng García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Núñez, José Carlos, autor aut (orcid)0000-0002-1319-7944 Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 der Ven, Sanne H.G. van, autor aut (orcid)0000-0002-4761-0741 Cueli, Marisol, autor aut (orcid)0000-0002-4662-0534 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Valle, António, autor aut (orcid)0000-0001-8160-9181 Motivational profiles and mathematical performance in students from 7th to 10th grade: A person-centered perspective Trinidad García; José Carlos Núñez; Amanda Abín; Sanne H.G. van der Ven; Marisol Cueli [et al.] s.n. 2026 texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Current Psychology 1046-1310 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso abierto — HYBRID This study aimed to identify different motivational profiles in a sample of 2,282 students (grades 7 to 10) from Spain, based on the combination of three main goals (Mastery goals, Performance goals, and Performance-avoidance goals). We also examined gender and school year effect in the relationship between these profiles and mathematical performance. Four motivational profiles were identified via Latent Profile Analysis: Average All Goals Profile, Approach High Profile (high scores in Mastery and Performance goals, with low scores in Performance-avoidance goals), High All Goals Profile, and Low All Goals Profile. A higher number of girls was found in the Approach High Profile, with boys predominating in the other three profiles, especially High All Goals, and the Low All Goals Profile (demotivated profile). In addition, there were statistically significant differences between the motivational profiles in mathematical performance. Students in the High All Goals Profile statistically outperformed the other three profiles, which exhibited no differences between them. School year also produced some differences, with students in the later years of secondary school demonstrating low motivation in all achievement goals (Low All Goals Profile). These results are discussed in light of previous research on Person-centered approaches and especially the synthesis by Wormington and Linnenbrink-García in 2017, from which practical and research implications arise. Four motivational profiles were identified using Latent Profile Analyses (LPA) Average Mastery, Performance and Avoidance goals were frequent among students Performance in Maths was positively related to high Mastery and Performance goals There was not interaction between gender/academic year and motivational profiles Results are discussed according to Wormington & LinnenbrinkGarcía´s review (2017) Citas OpenAlex: 1 | Cuartil SJR: Q1 achievement goals mastery goals performance goals performance-avoidance goals motivational profiles mathematics achievement high school students gender differences person-centered approach demotivation Current Psychology 1046-1310 vol. 45, n. 7, (2026) doi:10.1007/s12144-026-09327-8 https://doi.org/10.1007/s12144-026-09327-8 Texto completo vía DOI Versión publicada https://link.springer.com/content/pdf/10.1007/s12144-026-09327-8.pdf Acceso abierto ART 00000nab a2200000 4500 10.1080_00220973.2023.2223539 OREX-CRIS 261112s2024 sp 000 0 eng d m o h cr ||||||||||| 0022-0973 1940-0683 10.1080/00220973.2023.2223539 doi OREX-CRIS spa rda OREX-CRIS eng Cueli, Marisol, autor aut (orcid)0000-0002-4662-0534 Núñez, José Carlos, autor aut (orcid)0000-0002-1319-7944 García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 A Person-Centered Approach to the Relationship between Mathematics Self-Belief Profiles and Achievement Marisol Cueli; José Carlos Núñez; Trinidad García; Amanda Abín; Celestino Rodríguez s.n. 2024 páginas 644-661 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier The Journal of Experimental Education 0022-0973 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso restringido Students’ self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their relationships to mathematics achievement in a sample of secondary-school students. The participants were 2,365 students who completed a self-report instrument for the assessment of mathematics self-efficacy and mathematics anxiety. A latent profile analysis was conducted to identify the participants’ mathematics self-belief profiles. The relationship between the profiles, mathematics achievement, gender and school year, was determined. Six student profiles were identified based on combined levels of mathematics self-efficacy and mathematics anxiety. Specifically, three patterns were found based on the combination of low, medium-low and high levels of mathematics self-efficacy with mathematics anxiety. While the detected profiles indicated statistically significant differences in the explanation of mathematics achievement, gender and school year were not relevant to the relationship between mathematics self-belief profiles and mathematics achievement. The study provides insights into the importance of students’ beliefs, and perceptions in the explanation of academic achievement. Citas OpenAlex: 10 | Cuartil SJR: Q1 mathematics self-efficacy mathematics anxiety mathematics achievement high school students latent profile analysis student beliefs gender differences school year differences The Journal of Experimental Education 0022-0973 vol. 92, n. 4, p. 644-661, (2024) doi:10.1080/00220973.2023.2223539 https://doi.org/10.1080/00220973.2023.2223539 Texto completo vía DOI Versión publicada ART 00000nab a2200000 4500 10.1080_21622965.2024.2406914 OREX-CRIS 261112s2024 sp 000 0 eng d m o h cr ||||||||||| 2162-2965 2162-2973 10.1080/21622965.2024.2406914 doi OREX-CRIS spa rda OREX-CRIS eng Pasarín-Lavín, Tania, autor aut (orcid)0000-0001-5097-029X García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Neurodivergent students. A continuum of skills with an emphasis on creativity and executive functions Tania Pasarín-Lavín; Trinidad García; Amanda Abín; Celestino Rodríguez s.n. 2024 páginas 1-13 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Applied Neuropsychology: Child 2162-2965 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso restringido This study analyses Executive Functions (EF) and Creativity among neurodivergent students -including students with Attention Deficit Hyperactivity Disorder (ADHD), Dyslexia, Intellectual Disability (ID), Giftedness-, and a group with Neurotypical development. A sample of 181 secondary school students participated in the study. Creativity was assessed by using the PIC-J test, focusing on verbal and figural components of divergent thinking, while EF were evaluated through Nesplora Ice-Cream, a virtual reality tool assessing flexibility, working memory, and inhibition. Results showed statistically significant differences in Verbal Creativity, especially in Originality: students with ADHD outperformed their Neurotypical peers, while those with ID showed the lowest scores. Although no statistically significant differences emerged in Figural Creativity, students with ADHD showed the lowest scores in Elaboration or Figural details, whereas those with Dyslexia exhibited high levels of Figural Originality, similar to their Neurotypical peers. Concerning EF, students with ID had the highest scores in Interference and Perseveration, indicating poorer Flexibility. In contrast, Gifted students performed better than the other groups in Working Memory, while students with ADHD did not exhibit special difficulties in EF. These findings emphasize the importance of personalized interventions for Neurodivergent students, that recognize and capitalize on their unique strengths while addressing specific challenges. Citas OpenAlex: 18 | Cuartil SJR: Q3 neurodivergent students executive function creativity divergent thinking attention deficit hyperactivity disorder dyslexia intellectual disability giftedness high school students verbal creativity Applied Neuropsychology: Child 2162-2965 p. 1-13, (2024) doi:10.1080/21622965.2024.2406914 https://doi.org/10.1080/21622965.2024.2406914 Texto completo vía DOI Versión publicada ART 00000nab a2200000 4500 10.1177_11356405251314362 OREX-CRIS 261112s2025 sp o 000 0 eng d m o h cr ||||||||||| 1135-6405 1578-4118 10.1177/11356405251314362 doi OREX-CRIS spa rda OREX-CRIS eng Mensah, Anthony Kofi, autor aut (orcid)0009-0007-0635-4108 Pasarín-Lavín, Tania, autor aut (orcid)0000-0001-5097-029X Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Teachers’ knowledge and differentiated instruction in basic schools in Ghana / Conocimiento docente e instrucción diferenciada en los centros de Educación Básica de Ghana Anthony Kofi Mensah; Tania Pasarín-Lavín; Amanda Abín; Trinidad García; Celestino Rodríguez s.n. 2025 páginas 237-267 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Culture and Education: Cultura y Educación 1135-6405 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso abierto — BRONZE The study analysed teacher knowledge and implementation of Differentiated Instruction in basic schools in the Effutu Municipality. The study adopted the cultural-historical theory by Lev Vygotsky as the theoretical framework. A quantitative research method and a cross-sectional survey were employed as the research design. Sixty teachers were selected via multi-stage sampling which involved purposive and simple random sampling. A close-ended questionnaire was used to collect information about knowledge, awareness and extent of usage or implementation of Differentiated Instruction among the teachers on a four-point Likert scale. The results showed that the teachers had very good knowledge of Differentiated Instruction in the study area but that the proportion of teachers who implemented it in core subjects was not statistically significantly different from the proportion who did not. It was recommended that policymakers and heads of basic schools should enforce the use of Differentiated Instruction due to its significant benefits to learners. Citas OpenAlex: 1 | Cuartil SJR: Q1 differentiated instruction teacher knowledge basic education historical-cultural theory Vygotsky Effutu Municipality Ghana core subjects Culture and Education: Cultura y Educación 1135-6405 vol. 37, n. 1, p. 237-267, (2025) doi:10.1177/11356405251314362 https://doi.org/10.1177/11356405251314362 Texto completo vía DOI Versión publicada https://journals.sagepub.com/doi/pdf/10.1177/11356405251314362?download=true Acceso abierto ART 00000naa a2200000 4500 10.2307_jj.5076229.28 OREX-CRIS 261112s2023 sp 000 0 spa d m o h cr ||||||||||| 10.2307/jj.5076229.28 doi OREX-CRIS spa rda OREX-CRIS spa Méndez-Freije, Inmaculada, autor aut (orcid)0000-0002-5760-2956 Pasarín-Lavín, Tania, autor aut (orcid)0000-0001-5097-029X Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Areces, Débora, autor aut (orcid)0000-0002-9262-0623 Cerezo, Rebeca, autor aut (orcid)0000-0002-2253-106X Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 DESARROLLO DE UNA APP GAMIFICADA PARA LA EVALUACIÓN E INTERVENCIÓN DE LAS FUNCIONES EJECUTIVAS DESDE EL MODELO RTI Inmaculada Méndez-Freije; Tania Pasarín-Lavín; Amanda Abín; Trinidad García; Débora Areces [et al.] s.n. 2023 páginas 269-281 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Dykinson eBooks Registro importado desde CRIS OREX Digital. Fuentes: openalex Acceso restringido Citas OpenAlex: 1 gamified apps executive function Response to Intervention educational technology digital interventions learning assessment Dykinson eBooks p. 269-281, (2023) doi:10.2307/jj.5076229.28 https://doi.org/10.2307/jj.5076229.28 Texto completo vía DOI Versión publicada ART 00000nab a2200000 4500 10.23923_rpye2024.01.244 OREX-CRIS 261112s2024 sp o 000 0 spa d m o h cr ||||||||||| 1699-9517 1989-9874 10.23923/rpye2024.01.244 doi OREX-CRIS spa rda OREX-CRIS spa Medina-Castro, María Elizabeth, autor aut Oviedo (España), Universidad de, autor aut Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 Oviedo (España), Universidad de, autor aut Fernández, Estrella, autor aut (orcid)0000-0003-1226-5615 Oviedo (España), Universidad de, autor aut Concepción de las Familias y la Escuela Sobre las Altas Capacidades: una Revisión Sistemática María Elizabeth Medina-Castro; Universidad de Oviedo (España); Amanda Abín; Universidad de Oviedo (España); Estrella Fernández [et al.] s.n. 2024 páginas 1-1 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Revista de Psicología y Educación - Journal of Psychology and Education 1699-9517 Registro importado desde CRIS OREX Digital. Fuentes: openalex Acceso abierto — DIAMOND RESUMENAntecedentes: Cada vez son más los casos de Altas Capacidades, sin embargo, es un término relativamente reciente que aún necesita investigación, ya que a lo largo del tiempo ha recibido diferentes denominaciones dificultando un consenso.Este trabajo aborda el concepto de las Altas Capacidades desde la perspectiva del entorno más cercano, concretamente atendiendo a los padres y profesores de estos alumnos.Método: Siguiendo la metodología PRISMA, se realizó una búsqueda bibliográfica en Web Of Science y Scopus entre 2012 y 2022.Tras aplicar un proceso de selección se eligieron 9 artículos para análisis.Resultados: Tanto las actitudes de los profesores como las de los padres de alumnos con Altas Capacidades son generalmente positivas hacia este colectivo.Sin embargo, es un tema muy poco estudiado.Se necesita más investigación y más formación sobre las Altas Capacidades, para poder así detectar e intervenir eficazmente con este alumnado.Conclusiones: De manera general, padres y profesores tienen una concepción positiva sobre las Altas Capacidades, a pesar de que existen aún muchos mitos y estereotipos relativos a este grupo.Es necesario investigar y formar más sobre este tema, ya que se ha visto que el conocimiento ayuda a desmentir falsos mitos. Citas OpenAlex: 6 giftedness high abilities parental attitudes teacher attitudes family perspectives school perspective myths and stereotypes gifted education teacher professional development Revista de Psicología y Educación - Journal of Psychology and Education 1699-9517 vol. 19, n. 1, p. 1-1, (2024) doi:10.23923/rpye2024.01.244 https://doi.org/10.23923/rpye2024.01.244 Texto completo vía DOI Versión publicada https://www.rpye.es/pdf/244.pdf Acceso abierto ART 00000nab a2200000 4500 10.3389_fpsyg.2020.00876 OREX-CRIS 261112s2020 sp o 000 0 eng d m o h cr ||||||||||| 1664-1078 10.3389/fpsyg.2020.00876 doi OREX-CRIS spa rda OREX-CRIS eng Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 Núñez, José Carlos, autor aut (orcid)0000-0002-1319-7944 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Cueli, Marisol, autor aut (orcid)0000-0002-4662-0534 García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Fonseca Rosário, Pedro José Sales Luís, autor aut (orcid)0000-0002-3221-1916 Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables Amanda Abín; José Carlos Núñez; Celestino Rodríguez; Marisol Cueli; Trinidad García [et al.] s.n. 2020 páginas 876-876 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Frontiers in Psychology 1664-1078 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso abierto — GOLD Academic achievement in general, and in mathematics in particular, is positively associated not only with cognitive abilities, but also with emotional and motivational skills. The objective of this study was to analyze the prediction strength of cognitive, motivational, and emotional variables in mathematics achievement throughout high school, considering students' gender and age. A large sample of 2,365 Spanish students from the 4 years of high school (12-16 years old) participated in the study. Students provided information about their intellectual skills, perceived competence in mathematics, perceived utility of mathematics, intrinsic interest in learning, mathematics anxiety, and their causal attributions (for failure and for success), and of their achievement in mathematics. Data showed differences according to gender and the school grade level. The motivational and affective variables did not seem to play an important role in this relationship as predicted in the current study. The results of this study are discussed in light of previous research. Citas OpenAlex: 102 | Cuartil SJR: Q2 mathematics achievement secondary education high school students mathematics anxiety causal attribution gender differences age differences student performance prediction motivational factors emotional factors Frontiers in Psychology 1664-1078 vol. 11, p. 876-876, (2020) doi:10.3389/fpsyg.2020.00876 https://doi.org/10.3389/fpsyg.2020.00876 Texto completo vía DOI Versión publicada https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00876/pdf Acceso abierto ART 00000nab a2200000 4500 10.3390_children10061002 OREX-CRIS 261112s2023 sp o 000 0 eng d m o h cr ||||||||||| 2227-9067 10.3390/children10061002 doi OREX-CRIS spa rda OREX-CRIS eng Pasarín-Lavín, Tania, autor aut (orcid)0000-0001-5097-029X Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 García, Trinidad, autor aut (orcid)0000-0001-6012-7159 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Relationship between Executive Functions and Creativity in Children and Adolescents: A Systematic Review Tania Pasarín-Lavín; Amanda Abín; Trinidad García; Celestino Rodríguez s.n. 2023 páginas 1002-1002 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Children 2227-9067 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso abierto — GOLD (1) Background: Executive functions and creativity could play an important role in children's education. To date, research on the relationship between these constructs has focused on adults. The objective of this systematic review was to analyze the relationship between executive functions (EFs) and creativity in children to provide teachers with tools to improve students' abilities. (2) Methods: A total of 12 studies were identified using WOS, SCOPUS and PsycINFO, which matched the following criteria: (i) empirical studies with measures of executive functions and creativity; (ii) a sample of children or adolescents (3 to 18 years old); and (iii) in the previous decade (2012-2021). (3) Results: The results indicated a clear relationship between flexibility and creativity. Flexibility is positively correlated and inhibition is negatively correlated with creativity. There is no clear evidence that the remaining EFs, such as working memory, correlate with creativity. There was insufficient evidence on the relationship between intelligence, executive functions and creativity in a sample of children for the results to be generalized. (4) Conclusion: Future studies should consider the variability of standardized tests that measure these two constructs in order to be able to compare measurements and obtain generalizable results. Citas OpenAlex: 21 | Cuartil SJR: Q2 executive function creativity adolescents cognitive flexibility inhibition working memory intelligence Children 2227-9067 vol. 10, n. 6, p. 1002-1002, (2023) doi:10.3390/children10061002 https://doi.org/10.3390/children10061002 Texto completo vía DOI Versión publicada https://www.mdpi.com/2227-9067/10/6/1002/pdf?version=1685695624 Acceso abierto ART 00000nab a2200000 4500 10.3390_children11060713 OREX-CRIS 261112s2024 sp o 000 0 eng d m o h cr ||||||||||| 2227-9067 10.3390/children11060713 doi OREX-CRIS spa rda OREX-CRIS eng Abín, Amanda, autor aut (orcid)0000-0002-7828-4811 Pasarín-Lavín, Tania, autor aut (orcid)0000-0001-5097-029X Areces, Débora, autor aut (orcid)0000-0002-9262-0623 Rodríguez, Celestino, autor aut (orcid)0000-0003-4137-4503 Núñez, José Carlos, autor aut (orcid)0000-0002-1319-7944 The Emotional Impact of Family Involvement during Homework in Children with Neurodevelopmental Disorders: A Systematic Review Amanda Abín; Tania Pasarín-Lavín; Débora Areces; Celestino Rodríguez; José Carlos Núñez s.n. 2024 páginas 713-713 recurso en línea texto txt rdacontent ordenador c rdamedia recurso en línea cr rdacarrier Children 2227-9067 Registro importado desde CRIS OREX Digital. Fuentes: openalex, orcid, sjr Acceso abierto — GOLD Neurodevelopmental disorders can be studied from two distinct perspectives: an internal approach, which examines the causes and consequences of these disorders; and a contextual approach, which considers the role of the family in the lives of children and adolescents. Research has demonstrated that the most significant form of family involvement in families raising a child with NDD is through homework. This involvement has been shown to have an emotional impact on children with neurodevelopmental disorders such as ADHD or dyslexia. The objective of this study is to review published articles on homework and neurodevelopmental disorders, with particular attention to the role of the family and the emotional health of children and families. METHOD: The review followed the PRISMA guidelines. The final sample consisted of 11 articles, with samples ranging from less than 30 participants to more than 100 at the international level. RESULTS: The results demonstrate the complex methodological and bibliometric picture of the final sample, as well as the many emotional and contextual variables that influence the relationship between homework and neurodevelopmental disorders. CONCLUSIONS: Future research should consider how emotional health affects the engagement of families with children with neurodevelopmental disorders. Citas OpenAlex: 7 | Cuartil SJR: Q2 homework family involvement neurodevelopmental disorders emotional impact attention deficit hyperactivity disorder dyslexia parental engagement Children 2227-9067 vol. 11, n. 6, p. 713-713, (2024) doi:10.3390/children11060713 https://doi.org/10.3390/children11060713 Texto completo vía DOI Versión publicada https://doi.org/10.3390/children11060713 Acceso abierto ART