Publicaciones en colaboración con investigadores/as de Universitat de València (19)

2024

  1. Spanish Validation of the Two-Factor Interpersonal Reactivity Index: Evidence for the Relationship Between Empathy, Social Competence, and Emotion Regulation

    Early Education and Development, Vol. 35, Núm. 3, pp. 615-627

2022

  1. Spanish validation of the Emotion Regulation Checklist (ERC) in preschool and elementary children: Relationship with emotion knowledge

    Social Development, Vol. 31, Núm. 3, pp. 513-529

2021

  1. Children’s perception of envy and modesty: Does depreciation serve as a mask for failure or success?

    Current Psychology, Vol. 40, Núm. 2, pp. 983-995

  2. Longitudinal evidence for an emotion-action lag on desire: The role of emotional understanding

    Cognitive Development, Vol. 59

2020

  1. Six Weeks of Confinement: Psychological Effects on a Sample of Children in Early Childhood and Primary Education

    Frontiers in Psychology, Vol. 11

  2. The longitudinal interplay of emotion understanding, theory of mind, and language in the preschool years

    International Journal of Behavioral Development, Vol. 44, Núm. 3, pp. 236-245

  3. The relationship between emotion regulation and emotion knowledge in preschoolers: A longitudinal study

    International Journal of Environmental Research and Public Health, Vol. 17, Núm. 16, pp. 1-12

2019

  1. The role of language in the relationship between emotion comprehension and theory of mind in preschool children

    International Journal of Emotional Education, Vol. 11, Núm. 1, pp. 169-176

2018

  1. Bullying, defending, and outsider behaviors: The moderating role of social status and gender in their relationship with empathy

    Scandinavian Journal of Psychology

  2. Scripts or Components? A Comparative Study of Basic Emotion Knowledge in Roma and Non-Roma Children

    Early Education and Development, Vol. 29, Núm. 2, pp. 178-191

  3. The Spanish Version of the Empathy Questionnaire (EmQue): Evidence for Longitudinal Measurement Invariance and Relationship With Emotional Regulation

    Early Education and Development, Vol. 29, Núm. 4, pp. 467-476

  4. What makes a defender? A multilevel study of individual correlates and classroom norms in explaining defending behaviors

    School Psychology Review, Vol. 47, Núm. 1, pp. 34-44

2017

  1. Children’s understanding of depreciation in scenarios of envy and modesty

    European Journal of Developmental Psychology, Vol. 14, Núm. 3, pp. 281-294

  2. La evaluación multi-informante de la regulación emocional en edad preescolar: un estudio longitudinal

    Psicología educativa, Vol. 23, Núm. 1, pp. 1-7

2016

  1. Effects of a dialogue-based program to improve emotion knowledge in Spanish Roma preschoolers

    Infants and Young Children, Vol. 30, Núm. 1, pp. 3-16

  2. Imaginary companions, theory of mind and emotion understanding in young children

    European Early Childhood Education Research Journal, Vol. 24, Núm. 2, pp. 186-197

  3. La evaluación del "cyberbullying": situación actual y retos futuros

    Papeles del psicólogo, Vol. 37, Núm. 1, pp. 27-35

2015

  1. Improving Social Competence Through Emotion Knowledge in 2-Year-Old Children: A Pilot Study

    Early Education and Development, Vol. 26, Núm. 8, pp. 1128-1144

2014

  1. The impact of abuse and learning difficulties on emotion understanding in late childhood and early adolescence

    Journal of Genetic Psychology, Vol. 175, Núm. 4, pp. 301-317