Publicacions en col·laboració amb investigadors/es de Universidad Católica de la Santísima Concepción (12)

2023

  1. Effect of parents’ mathematics anxiety and home numeracy activities on young children's math performance-anxiety relationship

    Contemporary Educational Psychology, Vol. 72

  2. Gathering validity evidence in the development of a new version of the Attitude toward the Subject of Chemistry Inventory (ASCI-UE)

    Canadian Journal of Chemistry, Vol. 101, Núm. 8, pp. 525-537

2022

  1. Actitudes hacia la química de estudiantes chilenos de secundaria: un estudio de métodos mixtos

    Enseñanza de las ciencias: revista de investigación y experiencias didácticas, Vol. 40, Núm. 2, pp. 89-107

  2. The attitude to learning chemistry instrument (ALChI): linking sex, achievement, and attitudes

    Chemistry Education Research and Practice, Vol. 23, Núm. 3, pp. 686-697

2020

  1. Differences and Associations in Symbolic and Non-Symbolic Early Numeracy Competencies of Chilean Kinder Grade Children, considering Socioeconomic Status of Schools

    Early Education and Development, Vol. 31, Núm. 1, pp. 137-151

  2. Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

    Frontiers in Psychology, Vol. 11

  3. Number processing skill trajectories in children with specific language impairment

    Psicothema, Vol. 32, Núm. 1, pp. 92-99

2019

  1. Mathematics learning and its difficulties: The cases of Chile and Uruguay

    International Handbook of Mathematical Learning Difficulties: From the Laboratory to the Classroom (Springer International Publishing), pp. 213-230

  2. Number Sense Abilities, Working Memory and RAN: A Longitudinal Approximation of Typical and Atypical Development in Chilean Children.

    Revista de psicodidáctica, Vol. 24, Núm. 1

2018

  1. Explaining secondary school students' attitudes towards chemistry in Chile

    Chemistry Education Research and Practice, Vol. 19, Núm. 2, pp. 533-542

2017

  1. Data-driven heterogeneity in mathematical learning disabilities based on the triple code model

    Research in Developmental Disabilities, Vol. 71, pp. 130-142

  2. Predicting Handwriting Difficulties Through Spelling Processes

    Journal of Learning Disabilities, Vol. 50, Núm. 5, pp. 504-510