1. INVESTIGACIÓN: 
1.0. Artículos Monográficos:
[ 1 ] Achievement Emotions
• Título: Editorial: Achievement Emotions in University Teaching and Learning, Students´ Stress and Well-being.
• por: de la Fuente J, Kauffman DF and Yilmaz Soylu M (2022)
• Citación: de la Fuente J, Kauffman DF and Yilmaz Soylu M (2022) Editorial: Achievement Emotions in University Teaching and Learning, Students´ Stress and Well-being. Front. Psychol. 13:910980. doi: 10.3389/fpsyg.2022.910980
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[ 2 ] Achievement Emotions
• Título: Achievement Emotions in University Teaching and Learning, Students’ Stress and Well-being.
• por: de la Fuente, J., Kauffman, D.F., & Yilmaz-Soylu, M. (2019)
• Citación: de la Fuente, J., Kauffman, D.F., & Yilmaz-Soylu, M. Achievement Emotions in University Teaching and Learning, Students’ Stress and Well-being. Frontier Research Topics.
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[ 3 ] COVID-19
• Título: Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency.
• por: de la Fuente, J., Kauffman, D.F., Dempsey, M. & Kauffman, Y. (Eds.)(2020)
• Citación: de la Fuente, J., Kauffman, D.F., Dempsey, M. & Kauffman, Y. (Eds.)(2020) Coronavirus Disease (COVID-19): Psychoeducational Variables Involved in the Health Emergency. Frontier Research Topics.
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[ 4 ] In Memory
• Título: In Loving Memory of Albert Bandura.
• por: de la Fuente, J.
• Citación: de la Fuente, J. (2021). In Loving Memory of Albert Bandura. In H. Bembenutty (2021). AERA SIG TIME MAGAZINE, 4(7),6. BOLETIN, 01.11.21.
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[ 5 ] Innovation
• Título: Psychology, Technological Innovation, and Entrepreneurship.
• por: de la Fuente, J., Kauffman, D. F., Diaz-Orueta, U., eds. (2019),
• Citación: de la Fuente, J., Kauffman, D. F., Diaz-Orueta, U., eds. (2019), Psychology, Technological Innovation, and Entrepreneurship. Frontiers Media SA. doi: 10.3389/978-2-88963-237-4, 1-183
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[ 6 ] Self-Regulation
• Título: Executive Functions, Self-regulation, and External-Regulation: Relations and new Evidence.
• por: de la Fuente, J., Fuentes, L., Santos, F.H., Pichardo, M.C. and Díaz-Orueta, U. (Eds). (2021).
• Citación: de la Fuente, J., Fuentes, L., Santos, F.H., Pichardo, M.C. and Díaz-Orueta, U. (Eds). (2021). Executive Functions, Self-regulation, and External-Regulation: Relations and new Evidence. Frontiers in Psychology: Research Topic
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[ 7 ] Well-Being
• Título: Special Issue in IJERPH: "Factors Associated with the Psychological Well-Being of University Students: A Preventive View".
• por: de la Fuente, J., Sander, P., Martínez-Vicente, J. M. (2020-2021)
• Citación: de la Fuente, J., Sander, P., Martínez-Vicente, J. M. (2020-2021) Special Issue in IJERPH: "Factors Associated with the Psychological Well-Being of University Students: A Preventive View". International Journal of Environmental Research and Public Health
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1.1. Artículos:
[ 8 ]
• Título: Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students.
• por: Aguila, A.R., & Sander, P. (2012)
• Citación: Aguila, A.R., & Sander, P. (2012) Contrasting Academic Behavioural Confidence in Mexican and European Psychology Students. Electronic Journal of Research in Educational Psychology 10(2), 813-832.
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[ 9 ]
• Título: Resilience and self-regulation in youth at risk for social exclusion: Convergent validity of the CD-RISC and SSRQ scales.
• por: Artuch, R., González-Torres, & de la Fuente, J.
• Citación: Artuch, R., González-Torres, & de la Fuente, J. (in review) Resilience and self-regulation in youth at risk for social exclusion: Convergent validity of the CD-RISC and SSRQ scales. Child Youth Development.
[ 10 ]
• Título: Introduction to Monograph: Achievement emotions at university.
• por: De la Fuente, J. (Coord.) (2014)
• Citación: De la Fuente, J. (Coord.) (2014) Introduction to Monograph: Achievement emotions at university. Electronic Journal of Research in Educational Psychology 12(3), 563-566. DOI: http://dx.doi.org/10.14204/ejrep.34.14033 .
[ 11 ]
• Título: How Development of Regulated Teaching Impacts Perceptions of University Students: the role of teacher training.
• por: De la Fuente, J., García-Berbén, A.B., & Zapata, L. (2012)
• Citación: De la Fuente, J., García-Berbén, A.B., & Zapata, L. How Development of Regulated Teaching Impacts Perceptions of University Students: the role of teacher training . Infancia y Aprendizaje.
[ 12 ]
• Título: Personal Self-regulation, Learning Approaches, Resilience and Text anxiety, at University Students.
• por: De la Fuente, J., López-García, M., Vera, M.M., Martínez-Vicente, J.M., & Zapata, L.(2017)
• Citación: De la Fuente, J., López-García, M., Vera, M.M., Martínez-Vicente, J.M., & Zapata, L. Personal Self-regulation, Learning Approaches, Resilience and Text anxiety, at University Students. Estudios sobre Educación.
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[ 13 ]
• Título: Competency to study and learn in stressful contexts: fundamentals of the «e-Coping with Academic Stress» utility.
• por: De la Fuente, J., López, M., Zapata, L., Martínez-Vicente, J.M., VERA, M., Solinas, G., & Fadda, S. (2014)
• Citación: De la Fuente, J., López, M., Zapata, L., Martínez-Vicente, J.M., VERA, M., Solinas, G., & Fadda, S. (2014) Competency to study and learn in stressful contexts: fundamentals of the «e-Coping with Academic Stress» utility. Electronic Journal of Research in Educational Psychology 12(3), 717-746. DOI: http://dx.doi.org/10.14204/ejrep.34.14034.
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[ 14 ]
• Título: Autorregulación personal, enfoques de aprendizaje, resiliencia y ansiedad evaluativa, en estudiantes universitarios
• por: De la Fuente, J., Martínez-Vicente, J.M., Peralta-Sánchez, F.J., Sánchez-Roda, M.D. y Zapata, L.
• Citación: De la Fuente, J., Martínez-Vicente, J.M., Peralta-Sánchez, F.J., Sánchez-Roda, M.D. y Zapata, L. Autorregulación personal, enfoques de aprendizaje, resiliencia y ansiedad evaluativa, en estudiantes universitarios. Revista Latinoamericana de Psicología.
[ 15 ]
• Título: Action-emotion Style, Learning Approach, and Coping Strategies, in undergraduated University Students.
• por: De la Fuente, J., Martínez-Vicente, J.M., Salmerón, J.L., Vera, M.M., & Cardelle-Elawar, M.
• Citación: De la Fuente, J., Martínez-Vicente, J.M., Salmerón, J.L., Vera, M.M., & Cardelle-Elawar, M. Action-emotion Style, Learning Approach, and Coping Strategies, in undergraduated University Students. Anales de Psicología.
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[ 16 ]
• Título: Estilo motivacional de acción-emoción (PCTA) y estrategias de afrontamiento de los estudiantes universitarios.
• por: De la Fuente, J., Salmerón, J.L. y Martínez-Vicente, J.L.
• Citación: De la Fuente, J., Salmerón, J.L. y Martínez-Vicente, J.L. Estilo motivacional de acción-emoción (PCTA) y estrategias de afrontamiento de los estudiantes universitarios. Revista Mexicana de Psicología.
[ 17 ]
• Título: The Relationship between Undergraduate Student Confidence, their Approach to Learning and Academic Performance, by gender.
• por: De la Fuente, J., Sander, P., & Putwain, D. (2013)
• Citación: De la Fuente, J., Sander, P., & Putwain, D. The Relationship between Undergraduate Student Confidence, their Approach to Learning and Academic Performance, by gender. Journal of Psychodidactics 19(2): 373-391.
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[ 18 ]
• Título: Relationship between Undergraduate Student Confidence, Approach to Learning and Academic Performance: The role of gender.
• por: De la Fuente, J., Sander, P., & Putwain, D. (2013)
• Citación: De la Fuente, J., Sander, P., & Putwain, D. (2013) Relationship between Undergraduate Student Confidence, Approach to Learning and Academic Performance: The role of gender. Journal of Psychodidactics, 18(2), 373-391.
[ 19 ]
• Título: Personal Self-Regulation and the Regulatory Teaching to predict the Performance and the Academic Confidence: new evidence for the DEDEPRO MODELTM.
• por: De la Fuente, J., Sander, P., Cardelle-Elawar, M., & Justicia, F. (2014)
• Citación: De la Fuente, J., Sander, P., Cardelle-Elawar, M., & Justicia, F. (2014) Personal Self-Regulation and the Regulatory Teaching to predict the Performance and the Academic Confidence: new evidence for the DEDEPRO MODELTM. Electronic Journal of Research in Educational Psychology, 12(3), 567-596. DOI: http://dx.doi.org/10.14204/ejrep.34.14082.
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[ 20 ]
• Título: Contributions to Education from the Psychology of Innovation and Entrepreneurship, in Today’s Knowledge Society (2012).
• por: De la Fuente, J., Vera, M.M., & Cardelle-Elawar, M. (2012)
• Citación: De la Fuente, J., Vera, M.M., & Cardelle-Elawar, M. (2012) Contributions to Education from the Psychology of Innovation and Entrepreneurship, in Today’s Knowledge Society (2012). Electronic Journal of Research in Educational Psychology 10(3), 941-966.
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[ 21 ]
• Título: Regulatory Teaching and Self-Regulated Learning in College Students: Confirmatory Validation Study of the IATLP Scales.
• por: De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Cardelle-Elawar, M., Sander, P.; Justicia, F.,Pichardo, M.C., & García-Berbén, A.B. (2012)
• Citación: De la Fuente, J., Vera, M.M., & Cardelle-Elawar, M. (2012) Contributions to Education from the Psychology of Innovation and Entrepreneurship, in Today’s Knowledge Society (2012). Electronic Journal of Research in Educational Psychology 10(3), 941-966.
[ 22 ]
• Título: The role of Personal Self-Regulation and Regulatory Teaching to predict motivational-affective variables, achievement and satisfaction: A structural model.
• por: De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Sander, P., Cardelle-Elawar, M. (2015)
• Citación: De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Sander, P., Cardelle-Elawar, M. (2015) The role of Personal Self-Regulation and Regulatory Teaching to predict motivational-affective variables, achievement and satisfaction: A structural model . Frontiers in Psychology (Educational Psychology Section), Volume 6|Article 399. doi: 10.3389/fpsyg.2015.00399.
[ 23 ]
• Título: Resilience and coping strategy profiles at university: contextual and demographic variables.
• por: González-Torres, M.C., & Artuch, R. (2014)
• Citación: González-Torres, M.C., & Artuch, R. (2014) Resilience and coping strategy profiles at university: contextual and demographic variables. Electronic Journal of Research in Educational Psychology, 12(3), 621-648. DOI: http://dx.doi.org/10.14204/ejrep.34.14032.
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[ 24 ]
• Título: Factor Structure of Self-Regulation Questionnaire (SRQ) at Spanish Universities.
• por: Pichardo, M.C., Justicia, F., de la Fuente, J. Martínez-Vicente, J.M. & García-Berbén, A.B. (2014)
• Citación: Pichardo, M.C., Justicia, F., de la Fuente, J. Martínez-Vicente, J.M. & García-Berbén, A.B. (2014) Factor Structure of Self-Regulation Questionnaire (SRQ) at Spanish Universities. Spanish Journal of Psychology(17), 1-8.
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[ 25 ]
• Título: Factor Structure of the Self-Regulation Questionaire (SRQ) at Spanish Universities .
• por: Pichardo, M.C., Justicia, F., De la Fuente, J., Martínez-Vicente, J.M. y García-Berbén, M.C.
• Citación: Pichardo, M.C., Justicia, F., De la Fuente, J., Martínez-Vicente, J.M. y García-Berbén, M. C. Factor Structure of the Self-Regulation Questionaire (SRQ) at Spanish Universities. The Spanish Journal of Psychology, 11
[ 26 ]
• Título: Psychometric Analysis of the Self-Regulation Questionnaire (SRQ) at Spanish Universities.
• por: Pichardo, M.C., Justicia, F., García-Berbén, A.B., De la Fuente, J., & Martínez-Vicente, J.M. (2014)
• Citación: Pichardo, M.C., Justicia, F., García-Berbén, A.B., De la Fuente, J., & Martínez-Vicente, J.M. (2014) Psychometric Analysis of the Self-Regulation Questionnaire (SRQ) at Spanish Universities. The Spanish Journal of Psychology.
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[ 27 ] Academic Confidence
• Título: Undergraduate Student Gender, Personality and Academic Confidence.
• por: Sander, P., & de la Fuente, J. (2020).
• Citación: Sander, P., & de la Fuente, J. (2020). Undergraduate Student Gender, Personality and Academic Confidence. International Journal of Environmental Research and Public Health, 17(15), 5567. https://doi.org/10.3390/ijerph17155567
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[ 28 ] Academic Confidence:
• Título: Modelling students’ academic confidence, personality and academic emotions.
• por: Sander, P., de la Fuente, J. (2020)
• Citación: Sander, P., de la Fuente, J. Modelling students’ academic confidence, personality and academic emotions. Curr Psychol. doi: 10.1007/s12144-020-00957-0 (Jul 2020) 1-12.
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[ 29 ] Academic Stress
• Título: Relaciones entre ansiedad evaluativa, autorregulación y estrategias de afrontamiento del estrés en universitarios opositores.
• por: Amate-Romera, J., & de la Fuente, J.(2021)
• Citación: Amate-Romera, J., & de la Fuente, J.(2021). Relaciones entre ansiedad evaluativa, autorregulación y estrategias de afrontamiento del estrés en universitarios opositores. Anales de Psicología / Annals of Psychology, 37(2), 276-286. https://doi.org/10.6018/analesps.411131
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[ 30 ] Academic Stress
• Título: A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency.
• por: de la Fuente J (2021)
• Citación: de la Fuente J (2021). A Path Analysis Model of Protection and Risk Factors for University Academic Stress: Analysis and Psychoeducational Implications for the COVID-19 Emergency. Front. Psychol. 12:562372. doi: 10.3389/fpsyg.2021.562372
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[ 31 ] Academic Stress
• Título: How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students.
• por: de la Fuente J, Pachón-Basallo M, Santos FH, Peralta-Sánchez FJ, González-Torres MC, Artuch-Garde R, Paoloni PV and Gaetha ML (2021)
• Citación: de la Fuente J, Pachón-Basallo M, Santos FH, Peralta-Sánchez FJ, González-Torres MC, Artuch-Garde R, Paoloni PV and Gaetha ML (2021) How Has the COVID-19 Crisis Affected the Academic Stress of University Students? The Role of Teachers and Students. Front. Psychol. 12:626340. doi: 10.3389/fpsyg.2021.626340
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[ 32 ] Academic Stress:
• Título: Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates.
• por: de la Fuente-Arias, J., & Amate-Romera, J. (2019).
• Citación: de la Fuente-Arias, J., & Amate-Romera, J. (2019). Unpleasant past experience as a determinant of cognitive, behavioral and physiological responses to academic stress in professional examination candidates. Anales de Psicología. Universidad de Murcia(35) 3, 472-482. Murcia (Spain)
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[ 33 ] Achievement Emotions
• Título: Achievement Emotions in University Teaching and Learning, Students’ Stress and Well-being. Frontiers Media: Frontiers Research Topics.
• por: de la Fuente, J., Kauffman, DF, & Yilmaz Soylu, M. (eds.) (2022)
• Citación: de la Fuente, J., Kauffman, DF, & Yilmaz Soylu, M. (eds.) (2022). Achievement Emotions in University Teaching and Learning, Students’ Stress and Well-being. Frontiers Media: Frontiers Research Topics.
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[ 34 ] Achievement Emotions
• Título: Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?.
• por: de la Fuente, J., Peralta-Sánchez, F. J., Martínez-Vicente, J. M., Santos, F., Fadda, S., and Gaetha, M. L. (2020).
• Citación: de la Fuente, J., Peralta-Sánchez, F. J., Martínez-Vicente, J. M., Santos, F., Fadda, S., and Gaetha, M. L. (2020). Do Learning Approaches Set the Stage for Emotional Well-Being in College Students?. Journal of Sustenibility, 2020, 12, 6984. https://doi.org/10.3390/su12176984.
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[ 35 ] Achievement Emotions
• Título: The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults.
• por: López-Madrigal, C.; de la Fuente, J.; García-Manglano, J.; Martínez-Vicente, J.M.; Peralta-Sánchez, F.J.; Amate-Romera, J. (2021)
• Citación: López-Madrigal, C.; de la Fuente, J.; García-Manglano, J.; Martínez-Vicente, J.M.; Peralta-Sánchez, F.J.; Amate-Romera, J. (2021). The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults. International Journal of Environment Research. Public Health 2021, 18, 522. https://doi.org/10.3390/ijerph18020522
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[ 36 ] Achievement Emotions:
• Título: A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism.
• por: de la Fuente, J., Lahortiga-Ramos, F., Laspra-Solís, C., Maestro-Martín, C., Alustiza,I., Aubá, E., & Martín-Lanas, R. (2020).
• Citación: de la Fuente, J., Lahortiga-Ramos, F., Laspra-Solís, C., Maestro-Martín, C., Alustiza,I., Aubá, E., & Martín-Lanas, R. (2020). A Structural Equation Model of Achievement Emotions, Coping Strategies and Engagement-Burnout in Undergraduate Students: A Possible Underlying Mechanism in Facets of Perfectionism. International Journal of Environmental Research and Public Health(17) 1-24.
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[ 37 ] Achievement Emotions:
• Título: Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing.
• por: de la Fuente, J., Paoloni, P., Vera, M.M. and Garzón-Umerenkova, A. (2020)
• Citación: de la Fuente, J., Paoloni, P., Vera, M.M. and Garzón-Umerenkova, A. Effect of Levels of Self-Regulation and Situational Stress on Achievement Emotions in Undergraduate Students: Class, Study and Testing. Int. J. Environ. Res. Public Health 2020, 17(12), 4293.
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[ 38 ] Achievement Emotions:
• Título: Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students.
• por: de la Fuente, J.; Paoloni, P.; Kauffman, D.; Yilmaz Soylu, M.; Sander, P.; Zapata, L. (2020),
• Citación: de la Fuente, J.; Paoloni, P.; Kauffman, D.; Yilmaz Soylu, M.; Sander, P.; Zapata, L. (2020), Big Five, Self-Regulation, and Coping Strategies as Predictors of Achievement Emotions in Undergraduate Students. Int. J. Environ. Res. Public Health 2020, 17, 3602
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[ 39 ] Character strengths
• Título: Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes.
• por: Villacís, J.L.; de la Fuente, J.; Naval, C. (2021)
• Citación: Villacís, J.L.; de la Fuente, J.; Naval, C. Good Character at College: The Combined Role of Second-Order Character Strength Factors and Phronesis Motivation in Undergraduate Academic Outcomes. Int. J. Environ. Res. Public Health 2021, 18, 8263. https://doi.org/10.3390/ijerph18168263
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[ 40 ] https://www.researchgate.net/publication/272118856_How_regulatory_teaching_impacts_university_students´_perceptions_of_the_teaching-learning_process_The_role_of_teacher_training
• Título: How regulatory teaching impacts university students’ perceptions of the teaching-learning process: The role of teacher training.
• por: De la Fuente, J., García-Berbén, A.B., & Zapata, L. (2013)
• Citación: De la Fuente, J., García-Berbén, A.B., & Zapata, L. (2013) How regulatory teaching impacts university students’ perceptions of the teaching-learning process: The role of teacher training. Infancia y Aprendizaje, 36(3), 375-385.
[ 41 ] Resilience
• Título: Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University.
• por: de la Fuente J, González-Torres MC, Artuch-Garde R, Vera-Martínez MM, Martínez-Vicente JM and Peralta-Sánchez FJ (2021)
• Citación: de la Fuente J, González-Torres MC, Artuch-Garde R, Vera-Martínez MM, Martínez-Vicente JM and Peralta-Sánchez FJ (2021) Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University. Front. Psychiatry 12:600240. doi: 10.3389/fpsyt.2021.600240
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[ 42 ] Resilience
• Título: Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being.
• por: de la Fuente J, Santos FH, Garzón-Umerenkova A, Fadda S, Solinas G and Pignata S (2021)
• Citación: de la Fuente J, Santos FH, Garzón-Umerenkova A, Fadda S, Solinas G and Pignata S (2021) Cross-Sectional Study of Resilience, Positivity and Coping Strategies as Predictors of Engagement-Burnout in Undergraduate Students: Implications for Prevention and Treatment in Mental Well-Being. Front. Psychiatry 12:596453. doi: 10.3389/fpsyt.2021.596453
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[ 43 ] Resilience
• Título: The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students.
• por: de la Fuente J, Urien B, Luis EO, González-Torres MC, Artuch-Garde R and Balaguer A (2022)
• Citación: de la Fuente J, Urien B, Luis EO, González-Torres MC, Artuch-Garde R and Balaguer A (2022) The Proactive-Reactive Resilience as a Mediational Variable Between the Character Strength and the Flourishing in Undergraduate Students. Front. Psychol. 13:856558. doi: 10.3389/fpsyg.2022.856558
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[ 44 ] SR vs ER Theory
• Título: Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study
• por: de la Fuente J, Pachón-Basallo M, Martínez-Vicente JM, Peralta-Sánchez FJ, Garzón-Umerenkova A and Sander P (2022)
• Citación: de la Fuente J, Pachón-Basallo M, Martínez-Vicente JM, Peralta-Sánchez FJ, Garzón-Umerenkova A and Sander P (2022) Self- vs. External-Regulation Behavior ScaleTM in different psychological contexts: A validation study. Front. Psychol. 13:922633. doi: 10.3389/fpsyg.2022.922633
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[ 45 ] SR vs ER Theory
• Título: Self-Regulation vs Regulatory Teaching Effects on the Factors and Symptoms of Academic Stress in Undergraduate Students.
• por: de la Fuente, J., Peralta-Sánchez, F.J., Martínez-Vicente, J. M., Sander, P., Garzón-Umerenkova, A. & Zapata, L. (2020).
• Citación: de la Fuente, J., Peralta-Sánchez, F.J., Martínez-Vicente, J. M., Sander, P., Garzón-Umerenkova, A. & Zapata, L. (2020). Self-Regulation vs Regulatory Teaching Effects on the Factors and Symptoms of Academic Stress in Undergraduate Students. Frontiers Psychology, 11, 1773. doi: 10.3389/fpsyg.2020.01773.
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[ 46 ] SR vs ER Theory:
• Título: Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping with Academic Stress in Undergraduate Students.
• por: de la Fuente, J., Amate, J., González-Torres, M.C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020)
• Citación: de la Fuente, J., Amate, J., González-Torres, M.C., Artuch, R., García-Torrecillas, J. M., & Fadda, S. (2020) Effects of Levels of Self-Regulation and Regulatory Teaching on Strategies for Coping with Academic Stress in Undergraduate Students. Front. Psychol. 11:22. doi: 10.3389/fpsyg.2020.00022 (11)1-16
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[ 47 ] SR vs ER Theory:
• Título: Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation.
• por: de la Fuente, J., González-Torres, MC., Aznárez-Sanado, M., Martínez-Vicente, J.M., Peralta-Sánchez, F.J. & Vera, MM. (2019)
• Citación: de la Fuente, J., González-Torres, MC., Aznárez-Sanado, M., Martínez-Vicente, J.M., Peralta-Sánchez, F.J. & Vera, MM. (2019) Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation. Front. Psychol. 10:1919. doi: 10.3389/fpsyg.2019.01919 (10)1-14
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[ 48 ] SR vs ER Theory:
• Título: Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students.
• por: de la Fuente, J., Martínez-Vicente, J.M., Peralta-Sánchez, F.J., Garzón-Umerenkova, A., Vera, M.M., & Paoloni, P. (2019)
• Citación: de la Fuente, J., Martínez-Vicente, J.M., Peralta-Sánchez, F.J., Garzón-Umerenkova, A., Vera, M.M., & Paoloni, P. (2019) Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students. Front. Psychol. 10:2070. doi: 10.3389/fpsyg.2019.02070 (10)1-17
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[ 49 ] SR vs ERL Theory
• Título: Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students.
• por: de la Fuente J, Sander P, Garzón-Umerenkova A, Vera-Martínez MM, Fadda S and Gaetha ML (2021)
• Citación: de la Fuente J, Sander P, Garzón-Umerenkova A, Vera-Martínez MM, Fadda S and Gaetha ML (2021) Self-Regulation and Regulatory Teaching as Determinants of Academic Behavioral Confidence and Procrastination in Undergraduate Students. Front. Psychol. 12:602904.
doi: 10.3389/fpsyg.2021.602904
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[ 50 ] SRL vs ERL Theory
• Título: Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance and Health of University Undergraduate Students.
• por: Pachón-Basallo, Mónica; de la Fuente, Jesús; Gonzáles-Torres, María Carmen (2021)
• Citación: Pachón-Basallo, Mónica; de la Fuente, Jesús; Gonzáles-Torres, María Carmen (2021). Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance and Health of University Undergraduate Students. Int. J. Environ. Res. Public Health 18, no. 7: 3793. https://doi.org/10.3390/ijerph1807379
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[ 51 ] SRL vs. ERL Theory
• Título: Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency.
• por: de la Fuente J, Kauffman DF, Dempsy MS and Kauffman Y (2021)
• Citación: de la Fuente J, Kauffman DF, Dempsy MS and Kauffman Y (2021) Analysis and Psychoeducational Implications of the Behavior Factor During the COVID-19 Emergency. Front. Psychol. 12:613881. doi: 10.3389/fpsyg.2021.613881
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[ 52 ] SRL vs. ERL Theory
• Título: Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age.
• por: de la Fuente, J.; Malpica-Chavarria, E.A.; Garzón-Umerenkova, A.; Pachón-Basallo, M. (2021)
• Citación: de la Fuente, J.; Malpica-Chavarria, E.A.; Garzón-Umerenkova, A.; Pachón-Basallo, M. Effect of Personal and Contextual Factors of Regulation on Academic Achievement during Adolescence: The Role of Gender and Age. Int. J. Environ. Res. Public Health 2021, 18, 8944. https://doi.org/10.3390/ijerph18178944
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[ 53 ] SRL vs. ERL Theory
• Título: Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts.
• por: de la Fuente, J.; Martínez-Vicente, JM.; Santos, FH.; Sander, P.; Fadda, S.; Karagiannopoulou, A.; Boruchovitch, E.; and Kauffman, DF (2022)
• Citación: de la Fuente, J.; Martínez-Vicente, JM.; Santos, FH.; Sander, P.; Fadda, S.; Karagiannopoulou, A.; Boruchovitch, E.; and Kauffman, DF (2022) Advances on Self-Regulation Models: A New Research Agenda Through the SR vs ER Behavior Theory in Different Psychology Contexts. Front. Psychol. 13:861493. doi: 10.3389/fpsyg.2022.861493
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1.2. Libros y Capítulos de Libros:
[ 54 ]
• Título: Factores motivacionales en el aprendizaje escolar. En M.V. Trianes (Comp.).
• por: De la Fuente, J. (2012)
• Citación: De la Fuente, J. (2012) Factores motivacionales en el aprendizaje escolar. En M.V. Trianes (Comp.), Psicología de la Educación y del Desarrollo en contextos escolares (pp:247-264). Madrid. Pirámide.
[ 55 ]
• Título: Competencia para estudiar, aprender y rendir bajo estrés: Guía de Autoayuda para universitarios, estudiantes y opositores.
• por: De la Fuente, J. (2014)
• Citación: De la Fuente, J. (2014) Competencia para estudiar, aprender y rendir bajo estrés: Guía de Autoayuda para universitarios, estudiantes y opositores . Almería: EBT Education & Psychology I+D+i, e-Publishing Series I+D+I®.
[ 56 ]
• Título: Competence to study, learn and perform under stress: Self-Help Guide for academics, students and competitive exams candidate.
• por: De la Fuente, J. (2014)
• Citación: De la Fuente, J. (2014) Competence to study, learn and perform under stress: Self-Help Guide for academics, students and competitive exams candidate . Almería: EBT Education & Psychology I+D+i, e-Publishing Series I+D+I®.
[ 57 ]
• Título: Competence for studying, learning and performance under stress: Self-help Guide for University Students, Graduates and Professional Examination Candidates.
• por: De la Fuente, J. (2015)
• Citación: De la Fuente, J. (2015) Competence for studying, learning and performance under stress: Self-help Guide for University Students, Graduates and Professional Examination Candidates. Education & Psychology I+D+I, e-Publishing Series I+D+I©.
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[ 58 ]
• Título: Action-Emotion Style, Test Anxiety and Resilience in Undergraduate Students.
• por: De la Fuente, J., Cardelle-Elawar, M., Sander, P., & Putwain, D. (2013)
• Citación: De la Fuente, J., Cardelle-Elawar, M., Sander, P., & Putwain, D. (2013) Action-Emotion Style, Test Anxiety and Resilience in Undergraduate Students, C. Boyle (Ed.), Student Learning: Objectives, Opportunities and Outcomes (pp:139-149). New York: Nova Publisher.
[ 59 ]
• Título: Assessing self-regulated learning and its relations to cognitive performance in Early Chidhood Education.
• por: De la Fuente, J., Amate, J., & González-Torres, M.C.
• Citación: De la Fuente, J., Amate, J., & González-Torres, M.C. Assessing self-regulated learning and its relations to cognitive performance in Early Chidhood Education. In K. Vann (ed.), Early Childhood Education: teachers´s perspectives, efective programs and impact in cognitive development. New York: NOVA PUBLISHER. ISBN: 978-1-63463-984-2..
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[ 60 ]
• Título: Improving mental Health trough and online self- assessment and self-help e-Utility in university Students.
• por: De la Fuente, J., López, M., Zapata, L., Solinas, G., & Fadda, S. (2015)
• Citación: De la Fuente, J., López, M., Zapata, L., Solinas, G., & Fadda, S. (2015) Improving mental Health trough and online self- assessment and self-help e-Utility in university Students . New York: NOVA PUBLISHER..
• [Ver]
[ 61 ]
• Título: Gender as a Determining Factor in the Coping Strategies and Resilience of University Student.In R. Haumann and G. Zimman (eds.).
• por: De la Fuente, J., Cardelle-Elawar. M., Martínez-Vicente, J.M., Zapata, L. y Peralta, F. J. (2013)
• Citación: De la Fuente, J., Cardelle-Elawar. M., Martínez-Vicente, J.M., Zapata, L. y Peralta, F. J. (2013) Gender as a Determining Factor in the Coping Strategies and Resilience of University Student.In R. Haumann and G. Zimman (eds.), Handbook of Academic Performance: Predictor, Learning Strategies and Influence of Gender (pp:205-218). New York: Nova Publisher..
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[ 62 ]
• Título: The e-coping stress management tool for university: improving mental health through an online self-help and self-assessment utility in university students.
• por: De la Fuente, J., López, M., Zapata, J., Solinas, G., & Fadda, F. (accepted).
• Citación: De la Fuente, J., López, M., Zapata, J., Solinas, G., & Fadda, F. (accepted). The e-coping stress management tool for university: improving mental health through an online self-help and self-assessment utility in university students. SERIES: Advances in Education. New York: NOVA PUBLISHER (USA).
[ 63 ]
• Título: Effects of academic confidence and gender on the perception of the teaching-learning process at university. E. Maxwell y O. A. Stephen.
• por: De la Fuente, J., y Sander, P. (2012)
• Citación: De la Fuente, J., y Sander, P. (2012) Effects of academic confidence and gender on the perception of the teaching-learning process at university. E. Maxwell y O. A. Stephen, Learning Strategies, Expectation and Challenges (pp:93-107). New York: Nova Publisher.
[ 64 ]
• Título: Creación de un Dpto. de I+D+i en el ámbito Psicoeducativo.
• por: De la Fuente, J., y Zapata, L. (2012)
• Citación: De la Fuente, J., y Zapata, L. (2012) Creación de un Dpto. de I+D+i en el ámbito Psicoeducativo., Education and Psychology I+D+i, e-Publishing Series I+D+i® . Almería.
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[ 65 ]
• Título: Personal Self-regulation, Self-regulated Learning and Coping Strategies, in university context with stress.
• por: De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Sander, P., & Putwain, D.(2015)
• Citación: De la Fuente, J., Zapata, L., Martínez-Vicente, J.M., Sander, P., & Putwain, D.(2015) Personal Self-regulation, Self-regulated Learning and Coping Strategies, in university context with stress, In Metacognition: Fundaments, Applications, and Trens. New York: Springer.
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[ 66 ]
• Título: Bullying, Personal Self-Regulation, Resilience, Coping Strategies and Engagement-Burnout: Implications for an Intervention with University Students.
• por: De la Fuente, J., Zapata, L., Vera, M.M., González-Torres, M.C. y Artuch, R. (2014)
• Citación: De la Fuente, J., Zapata, L., Vera, M.M., González-Torres, M.C. y Artuch, R. (2014) Bullying, Personal Self-Regulation, Resilience, Coping Strategies and Engagement-Burnout: Implications for an Intervention with University Students. In P. Triggs (Ed), Bullying, Prevalence, Psychological Impact, and Strategies Intervention( pp. ). New York: NOVA PUBLISHER. ISBN 978-1-63463-023-8.
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[ 67 ]
• Título: Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance.
• por: Sander, P., Putwain, D. y De la Fuente, J. (2013)
• Citación: Sander, P., Putwain, D. y De la Fuente, J. (2013) Using Structural Equation Modelling to Understand Predictors of Undergraduate Students’ Academic Performance. In Jeroen Huisman, Malcolm Tight (ed.) , Theory and Method in Higher Education Research. International Perspectives on Higher Education Research, Volume 9 (pp. 219-241). UK: Emerald Group.
• [Ver]
[ 68 ] Innovation
• Título: Psychology, Technological Innovation and Entrepreneurschip.
• por: De la Fuente, J., Kauffman, D. and Díaz-Orueta (2019)
• Citación: De la Fuente, J., Kauffman, D. and Díaz-Orueta (2019) Psychology, Technological Innovation and Entrepreneurschip 001-183. Frontiers in Psychology and Frontiers in Education.
• [Ver]
[ 69 ] Innovation
• Título: Psicología de la Innovación y del Emprendimiento.
• por: Martínez-Vicente, J M et al (2019)
• Citación: Martínez-Vicente, J M et al (2019) Psicología de la Innovación y del Emprendimiento . Universidad de Almería
• [Ver]
[ 70 ] Resilience
• Título: Resiliencia en la era 3.0 ¿Podemos adaptarnos positivamente a las situaciones adversas?
• por: Artuch, R. (2020)
• Citación: Artuch, R. (2020). Resiliencia en la era 3.0 ¿Podemos adaptarnos positivamente a las situaciones adversas? En J. Ahedo, J.L. Fuentes y C. Caro, Educar el carácter de nuestros estudiantes. Reflexiones y propuestas para la escuela actual (pp. 71-87). Madrid: Narcea.
• [Ver]
[ 71 ] SRL vs ERL Theory
• Título: Regulation, De-Regulation and Dys-Regulation Behavior: Internal and External Typologies of Regulation in an Educational and Health Context.
• por: de la Fuente, J., Pachón-Basallo, M., González-Torres, M., Martínez-Vicente, JM, Peralta-Sánchez, FJ, and Fadda, S. (2023)
• Citación: de la Fuente, J., Pachón-Basallo, M., González-Torres, M., Martínez-Vicente, JM, Peralta-Sánchez, FJ, and Fadda, S. (2023). Regulation, De-Regulation and Dys-Regulation Behavior: Internal and External Typologies of Regulation in an Educational and Health Context. In J. Dutton (Ed.) (2023), Psychology of Self-regulation (pp. 233-256). ISBN: 979-8-88697-416-4. New York: NOVA SCIENCE PUBLISHER INCOR.
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1.3. Comunicaciones y Simposios:
[ 72 ]
• Título: La autorregulación, como factor asociado a la resiliencia, en alumnos con riesgo de exclusión social, en CPCIs.
• por: Artuch-Garde, R., González-Torres, M.C. y de la Fuente, J. (2013)
• Citación: Artuch-Garde, R., González-Torres, M.C. y de la Fuente, J. (2013) La autorregulación, como factor asociado a la resiliencia, en alumnos con riesgo de exclusión social, en CPCIs. Comunicación presentada al Congreso de Inteligencia Emocional y Bienestar. Zaragoza. 17-19 de Mayo de 2013.
[ 73 ]
• Título: Factores de protección y resiliencia en el alumnado universitario: el papel de la autorregulación.
• por: Artuch, R. González, M.C y de la Fuente, J. (2014)
• Citación: Artuch, R. González, M.C y de la Fuente, J. (2014) Factores de protección y resiliencia en el alumnado universitario: el papel de la autorregulación II Congreso Internacional de Ciencias de la Educación y del Desarrollo. Granada, 25-28 de Junio.
[ 74 ]
• Título: El papel de las metas como promotor de Resiliencia en el desarrollo positivo de los jóvenes de riesgo.
• por: Artuch, R., González-Torres, M.C. y de la Fuente, J. (2014)
• Citación: Artuch, R., González-Torres, M.C. y de la Fuente, J. (2014) El papel de las metas como promotor de Resiliencia en el desarrollo positivo de los jóvenes de riesgo. II Congreso Nacional de Psicología Positiva. Castellón: Oropesa del Mar, 8-10 Mayo.
[ 75 ]
• Título: Percepción de resiliencia en alumnos de secundaria, en función de variables personales y contextuales.
• por: Artuch, R., González-Torres, M.C. y de la Fuente, J. (2014)
• Citación: Artuch, R., González-Torres, M.C. y de la Fuente, J. (2014) Percepción de resiliencia en alumnos de secundaria, en función de variables personales y contextuales II Congreso Internacional de Ciencias de la Educación y del Desarrollo. Granada, 25-28 de Junio.
[ 76 ]
• Título: Coordinación de Simposio. Relación entre la autorregulación personal y variables motivacionales-afectivas.
• por: De la Fuente, J. (2012)
• Citación: De la Fuente, J. (2012) Coordinación de Simposio. Relación entre la autorregulación personal y variables motivacionales-afectivas. Actas del VIII Congreso Iberoamericano de Psicología(pp.). Sao Paulo (Brasil), 17-20 Octubre.
[ 77 ]
• Título: Coordinación de Simposio: Proceso de enseñanza-aprendizaje regulador, vivencias emocionales y rendimiento, en el EEES.
• por: De la Fuente, J. (2013)
• Citación: De la Fuente, J. (2013) Coordinación de Simposio: Proceso de enseñanza-aprendizaje regulador, vivencias emocionales y rendimiento, en el EEES X Foro de la Calidad de la Investigación y de la Educación Superior. Granada: 25-28 de Junio de 2013.
[ 78 ]
• Título: Coordinación de Simposio Invitado. Relación entre la Confianza Académica, las estrategias de afrontamiento, el aprendizaje autorregulado y la resiliencia, en alumnado universitario.
• por: De la Fuente, J. (2013)
• Citación: De la Fuente, J. (2013) Coordinación de Simposio Invitado. Relación entre la Confianza Académica, las estrategias de afrontamiento, el aprendizaje autorregulado y la resiliencia, en alumnado universitario, I International Congress of Educational Sciences and Development. Santander, 8-11 de Octubre.
[ 79 ]
• Título: Seminario de Transferencia Científico-Tecnológica de I+D+i.
• por: De la Fuente, J. (2014)
• Citación: De la Fuente, J. (Coord.) (2014) Seminario de transferencia Científico-Tecnológica del Proyecto I+D. Hospital Torrecárdenas (Almería) España.
[ 80 ]
• Título: Coordinación Simposio Invitado: Resiliencia y variables motivacionales-afectivas en alumnado universitario y de Educación Secundaria.
• por: De la Fuente, J. (2014)
• Citación: De la Fuente, J. (2014) Coordinación Simposio Invitado: Resiliencia y variables motivacionales-afectivas en alumnado universitario y de Educación Secundaria, II Congreso Internacional de Ciencias de la Educación y del Desarrollo. Granada, 25-28 de Junio.
[ 81 ]
• Título: Simposio Action-Emotion Style as a presage motivacional-affective dificulties in university context with stress.
• por: De la Fuente, J. (coord.) (2012)
• Citación: De la Fuente, J. (coord.) (2012) Simposio Action-Emotion Style as a presage motivacional-affective dificulties in university context with stress. Actas del 21st Annual Word Congress on learning Disabilities (pp.275-280). Oviedo (Spain), September, 5-7th.
[ 82 ]
• Título: Personal self-regulation, learning approach, coping strategies and self-regulated learning in university teaching learning process with stress. Simposio presented to
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