Vol. 30. Núm. 1. Enero 2024. Páginas 1-66

Efficacy of Early Intervention Programmes: Systematic Review and Meta-analysis

1 - 10

Ramón Gómez-Cotilla, María de los Ángeles López-de-Uralde-Selva, and Luis Valero-Aguayo

Vol. 30. Núm. 1. Enero 2024

The Relationship between Learning Potential in Preschool Children and their Cognitive Abilities

11 - 18

Francisca Barba-Colmenero, María A. Robles-Bello, and Nieves Valencia-Naranjo

Vol. 30. Núm. 1. Enero 2024

Assessing Complex Emotion Recognition in Children. A Preliminary Study of the CAM-C: Argentine Version

19 - 28

Rocío González, Mauricio F. Zalazar-Jaime, Leonardo A. Medrano

Vol. 30. Núm. 1. Enero 2024

Effectiveness of a Peer Mentoring on University Dropout and Academic Performance

29 - 37

Miguel A. Alonso, Aitana González-Ortiz-de-Zárate, M. Ángeles Gómez-Flechoso, and Marco Castrillón

Vol. 30. Núm. 1. Enero 2024

Self-esteem Levels in a Representative Sample of Spanish Adolescents: Analysis and Standardization

39 - 45

Eva Solera, Sonia Gutiérrez-Gómez-Calcerrada, and Juan Calmaestra

Vol. 30. Núm. 1. Enero 2024

Executive Functions and Their Relation to Academic Performance in University Students

47 - 55

Macarena V. del-Valle, Lorena Canet-Juric, Eliana V. Zamora, María L. Andrés, and Sebastián Urquijo

Vol. 30. Núm. 1. Enero 2024

Academic Procrastination of Spanish Pre-service Teachers during the COVID-19 Pandemic

57 - 66

Luis J. Martín-Antón, María C. Saiz-Manzanares, Paula Molinero-González, Wendy L. Arteaga-Cedeño, Alberto Soto-Sánchez, and Miguel A. Carbonero

Vol. 30. Núm. 1. Enero 2024