| Ten steps for test development |
46 |
| Using reversed items in Likert scales: A questionable practice |
31 |
| Validation of the Spanish version of the Wong Law Emotional Intelligence Scale (WLEIS-S) |
22 |
| The effects of work engagement and self-efficacy on personal initiative and performance |
13 |
| Evidence supporting need satisfaction and frustration as two distinguishable constructs |
13 |
| Multidimensional or essentially unidimensional? A multi-faceted factor-analytic approach for assessing the dimensionality of tests and items |
13 |
| Aggressive behavior in adolescence as a predictor of personal, family, and school adjustment problems |
12 |
| Forgiveness and friendship protect adolescent victims of bullying |
11 |
| Treating anxiety and depression of cancer survivors: Behavioral activation versus acceptance and commitment therapy |
10 |
| Psychophysiological response to social stressors: Relevance of sex and age |
9 |
| Problematic Internet use, maladaptive future time perspective and school context |
8 |
| Reduction of sexist attitudes, romantic myths, and aggressive behaviors in adolescents: Efficacy of the DARSI program |
7 |
| Are previous suicide attempts a risk factor for completed suicide? |
7 |
| Mindfulness-based stress reduction in adolescents with mental disorders: A randomised clinical trial |
6 |
| Incidence, prevalence and risk factors related to anxiety symptoms during pregnancy |
6 |
| Beliefs and attitudes about intimate partner violence against women in Spain |
6 |
| Cognitive processes of emotional regulation, burnout and work engagement |
6 |
| Expressions of school violence in adolescence |
6 |
| Self-esteem and suicidal behaviour in youth: A meta-analysis of longitudinal studies |
6 |
| Assessing the effects of an education program on mental health problems in separated parents |
6 |
| Effectiveness of the program Super Skills For Life in reducing symptoms of anxiety and depression in young Spanish children |
6 |
| Spanish validation of the Aberrant Salience Inventory in a general adolescent population |
5 |
| Trait emotional intelligence and subjective well-being in adolescents: The moderating role of feelings Vicente |
5 |
| The efficacy of functional-analytic psychotherapy and acceptance and commitment therapy (FACT) for public employees |
5 |
| Factors that determine the persistence and dropout of university students |
5 |
| The contemporary view of intellectual and developmental disabilities: Implications for psychologists |
5 |
| Seven methods to determine the dimensionality of tests: application to the General Self-Efficacy Scale in twenty-six countries |
5 |
| Deciding on Null Hypotheses using P-values or Bayesian alternatives: A simulation study |
5 |
| Validation of the Child PTSD Symptom Scale (CPSS) in Spanish adolescents |
5 |
| Methodological quality checklist for studies based on observational methodology (MQCOM) |
5 |
| The Spanish version of the Job Crafting Scale |
4 |
| Invariance of Spanish version of Sexual Double Standard Scale across sex, age, and education level |
4 |
| Sociodemographic variables, risk factors, and protective factors contributing to youth recidivism |
4 |
| Time spent and time management in homework in elementary school students: A person-centered approach |
4 |
| Needs and demands for psychological care in university students |
4 |
| Cutoff scores for workplace bullying: The Spanish Short-Negative Acts Questionnaire (S-NAQ) |
4 |
| Well-being in schizotypy: The effect of subclinical psychotic experiences |
4 |
| Suicidal ideation and suicide attempts in persons with gender dysphoria |
4 |
| Do young people with Asperger syndrome or intellectual disability use social media and are they cyberbullied or cyberbullies in the same way as their peers? |
4 |
| Discovering learning processes using Inductive Miner: A case study with Learning Management Systems (LMSs) |
4 |
| How are triggers for repetitive negative thinking organized? A relational frame analysis |
4 |
| Influence of environmental enrichment on the volume of brain regions sensitive to early life stress by maternal separation in rats |
4 |
| Data analysis of incomplete repeated measures using a multivariate extension of the Brown-Forsythe procedure |
4 |
| No one ever asked us. Young people's evaluation of their residential child care facilities in three different programs |
4 |
| The online management of writing processes and their contribution to text quality in upper-primary students |
4 |
| Moral emotions associated with prosocial and antisocial behavior in school-aged children |
4 |
| Dimensions of parenting styles, social climate, and bullying victims in primary and secondary education |
4 |
| Differential Item Functioning: Beyond validity evidence based on internal structure |
4 |
| Psychoeducational assessment of students with intellectual disability: Professional-action framework analysis |
3 |
| Psychological capital, work satisfaction and health self-perception as predictors of psychological wellbeing in military personnel |
3 |
