artículo académico

• Comparison of self-administered versus read-aloud questionnaires for psychological measurement in students with low intellectual functioning: use of frequentist and Bayesian approaches.  INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES.  71(3):408-419. 2025
• Influence of the Teacher-student Relationship and School Participation on the Engagement of Adolescent Students with and Without Autism Spectrum Disorder.  INTERNATIONAL JOURNAL OF SPECIAL EDUCATION.  40(1):93-105. 2025
• Parental involvement during COVID-19 and its relationship with the school engagement of senior high school students.  REVISTA BRASILEIRA DE EDUCACAO.  30. 2025
• The impact of perceived student engagement on teacher burnout: The mediating role of anger and the moderating role of the teacher-student relationship.  REVISTA ESPANOLA DE PEDAGOGIA.  83(291):417-435. 2025
• Acceptance, Respect and Appreciation for Diversity: Psychometric Analysis of a Tolerance Scale in Chile.  REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA.  4(74:39-52. 2024
• Adaptation and Psychometric Analysis of the Scale of Attitudes Towards People with Disabilities (EAPCD) in Work Contexts in Chile.  DISABILITIES.  4(4):1105-1120. 2024
• Adaptation and validation of the teacher as a social context questionnaire (TASCQ) to the Chilean university context.  FORMACION UNIVERSITARIA.  17(4):113-126. 2024
• Authenticity of Formative Assessment Tasks Reported in Research.  JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE.  23(2):176-189. 2023
• Comprehension of academic texts: role of executive functions and vocabulary.  NUEVA REVISTA DEL PACÍFICO.  79:173-195. 2023
• The Teacher-Student Relationship: A comparative study of the report of students with autism spectrum disorder and typical development.  INTERNATIONAL JOURNAL OF SPECIAL EDUCATION.  38(2):165-175. 2023
• The efficacy of the picture version of the free and cued selective reminding test to detect significant neurocognitive deficits in a Chilean population.  APPLIED NEUROPSYCHOLOGY-ADULT.  30(4):431-438. 2023
• Academic engagement among university students from the Higher Education Access Program (PACE) in Chile.  CALIDAD EN LA EDUCACION.  56:78-96. 2022
• Adaptation of pedagogical practices during the pandemic and their relationship with secondary students' engament and thei psychologial needs: a qualitative study.  PERSPECTIVA EDUCACIONAL.  61(3):3-25. 2022
• Chilean Standardization of the Wechsler Intelligence Scale for Children-Fifth Edition.  PSYKHE.  31(1):1-23. 2022
• Family Role in the School Engagement from the Perspective of Students with Special Education Needs.  REVISTA BRASILEIRA DE EDUCACAO ESPECIAL.  28:263-280. 2022
• Psychometric Analysis of School Engagement Instrument (SEI) in Secondary Students in Chile.  REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA.  4(65):47-60. 2022
• Reading in Distracting Settings: The Role of Inhibition and Setting Goals in the Comprehension of Digital Academic Texts.  IKALA, REVISTA DE LENGUAJE Y CULTURA.  27(1):66-83. 2022
• School placement and participation of Chilean young people with cerebral palsy.  INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION.  26(14):1347-1366. 2022
• Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs.  REVISTA LATINOAMERICANA DE CIENCIAS SOCIALES, NIÑEZ Y JUVENTUD.  20(1):164-187. 2022
• Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study.  FRONTIERS IN PSYCHOLOGY.  12. 2021
• Moderator Role of Monitoring in the Inhibitory Control of Adolescents With ADHD.  JOURNAL OF ATTENTION DISORDERS.  25(2):188-198. 2021
• Psychometric properties of the School Perceived Social Cohesion Scale.  REVISTA DE INVESTIGACION EN EDUCACION.  19(2):112-124. 2021
• Comparative Analysis of School Participation and Subjective WellBeing of Students With and Without Disabilities in Chile.  PSYKHE.  29(2):1-16. 2020
• Montreal Cognitive Assessment as Screening Measure for Mild and Major Neurocognitive Disorder in a Chilean Population.  DEMENTIA AND GERIATRIC COGNITIVE DISORDERS EXTRA.  10(3):105-114. 2020
• Adaptation and Validation of the Spanish Version of the Scale of Unconditional Respect for Persons in Chilean Schoolchildren.  UNIVERSITAS PSYCHOLOGICA.  18(1):1-13. 2019
• Bifactor Analysis of the School Participation Scale in a Chilean Student Sample.  REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA.  3(52):27-39. 2019
• Cohesión social y participación escolar en estudiantes de educación básica y media de San Pedro de la Paz.  PERFILES EDUCATIVOS.  41(165):114-130. 2019
• Executive functions and subjective well-being of students that presents both above-average intelligence and autism spectrum disorder.  REVISTA CHILENA DE NEUROPSICOLOGIA.  14(2):25-30. 2019
• Inhibitory control and symptomatology OF attention deficit hyperactivity disorder.  REVISTA ECUATORIANA DE NEUROLOGIA.  28(3):41-46. 2019
• Manifesto for psychology in Chile: On the subject of the revolt of October 18, 2019.  TERAPIA PSICOLOGICA.  37(3):317-326. 2019
• Modelling school participation based on the theory of planned behaviour .  REVISTA DE PSICOLOGIA SOCIAL.  34(2):307-330. 2019
• Validation of life habits assessment questionnaire (LIFE-H) to assess participation of children and young people with cerebral palsy in Chile.  TERAPIA PSICOLOGICA.  37(2):104-115. 2019
• Executive functions in children with language disorder: Some background from neuropsychology.  AVANCES EN PSICOLOGÍA LATINOAMERICANA.  36(2):389-403. 2018
• Psychometric properties of the brief adolescents' subjective well-being in school scale (BASWBSS) in a sample of Chilean adolescents.  REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA.  3(48):53-65. 2018
• Executive functions and behavior in Ecuadorian high-school students.  REVISTA MEXICANA DE NEUROCIENCIA.  18(6):31-39. 2017
• Executive functions in preschool children with and without language disorders.  REVISTA ECUATORIANA DE NEUROLOGIA.  26(3):197-202. 2017
• Hierarchical Structure Analysis of Behavior Rating Inventory of Executive Functions Self-Report in a Sample of University Student's.  REVISTA IBEROAMERICANA DE DIAGNOSTICO Y EVALUACION-E AVALIACAO PSICOLOGICA.  3(45):175-188. 2017
• Inhibitory control and monitoring in child population with ADHD.  AVANCES EN PSICOLOGÍA LATINOAMERICANA.  35(1):117-130. 2017
• Bifactor Modeling of the Behavior Rating Inventory of Executive Function (BRIEF) in a Chilean Sample.  PERCEPTUAL AND MOTOR SKILLS.  122(3):757-776. 2016
• Implicit Theories and Teaching Practices that Promote Inclusive Education in the University. Instruments and Data for Reflection and Discussion.  FORMACION UNIVERSITARIA.  9(5):49-64. 2016
• Organization, coexistence and claims in three post 27/F earthquake-tsunami homeless camps in Talcahuano, Chile .  AJAYU.  14(1):121-139. 2016
• Psychometric propertis: ADHD rating scale IV self-report.  REVISTA CHILENA DE NEURO-PSIQUIATRIA.  54(1):9-18. 2016
• Relación Entre el Modelo Híbrido de las Funciones Ejecutivas y el Transtorno por Déficit de Atención con Hiperactividad.  PSICOLOGIA DESDE EL CARIBE.  32(2):299-314. 2015
• Subjective wellbeing publications in Chile.  CINTA DE MOEBIO.  54:240-249. 2015
• Validación de la Escala de Impulsividad Bis 11-C para su aplicación en Adolescentes Ecuatorianos.  REVISTA ECUATORIANA DE NEUROLOGIA.  24(1-3):33-39. 2015
• Cognitive Skills, Rural and Urban Context: Comparison of WAIS-IV Profiles in Youth.  TERAPIA PSICOLOGICA.  32(2):143-152. 2014
• Estandarización de la Escala de Wechsler de Inteligencia para Adultos-Cuarta Edición en Chile.  PSYKHE.  23:1-18. 2014
• Psychometric Properties of the Children's PostTraumatic Symptoms Scale in the Earthquake and Tsunamis Chileans' Victims.  TERAPIA PSICOLOGICA.  32(1):57-64. 2014
• A comparison between element salience versus context as item difficulty factors in Raven's Matrices.  INTELLIGENCE.  40:325-332. 2012
• Inteligencia y Conductas Delictuales en Adolescentes Chilenos.  REVISTA LATINOAMERICANA DE CIENCIAS SOCIALES, NIÑEZ Y JUVENTUD.  10(1):441-452. 2012