Ferreira, R. A., Rodríguez, C., Guzmán, B., Sepúlveda, F., & Peake, C. (2025). The Interplay of Vocabulary, Working Memory, and Math Anxiety in Predicting Early Math Performance. Journal of Intelligence, 13(10), 125. https://doi.org/10.3390/jintelligence13100125

Rodríguez, C., Barriga, C., Ferreira, R.A., & González, S. (2025). Beyond phonological awareness: print learning as an early key predictor of reading success in Spanish. Reading and Writing. https://doi.org/10.1007/s11145-025-10722-z

Peake, C., Rodríguez, C., Sepúlveda, F., Ferreira, R. A., & Guzmán, B. (2025). Early cognitive predictors of mathematical learning disabilities: A longitudinal study from kindergarten to second grade. Research in developmental disabilities, 167, 105158. Advance online publication. https://doi.org/10.1016/j.ridd.2025.105158

Casanova, A., Rodríguez, C., Ferreira, R. A., & Miranda, I. (2025). Exploring the association between inhibitory control and mathematical performance in early childhood: A systematic review. Applied neuropsychology: Child, 1–23. https://doi.org/10.1080/21622965.2025.2552198

Napolitano, N., Rojas-Barahona, C. A., Gaete, J., & Araya, R. (2025). A comparison of three executive function interventions on direct and far transfer in Chilean school children: A cluster-randomized controlled protocol. BMC Psychology, 13, 730. https://doi.org/10.1186/s40359-025-03075-3

Siegelman, N., Schroeder, S., Bao, Y., Acartürk, C., Agrawal, N., Bolliger, L. S., Brasser, J., Campos-Rojas, C., Drieghe, D., Filipović Đurđević, D., Goldina, S., Ibáñez Orellana, R., Jäger, L. A., Jóhannesson, Ó. I., Khare, A., Kharlamov, N., Knudsen, H. B. S., Kristjánsson, Á., Lee, C. E., Lee, J. R., Leite, M. P. T., Mancini, S., Mihajlović, N., Mišić, K., Orekhova, M., Parshina, O., Popović Stijačić, M., Protopapas, A., Reich, D. R., Rimzhim, A., Rothe Neves, R., Sá, T. M. M., Santana-Covarrubias, A., Sekerina, I., Sigurdardottir, H. M., Smirnova, A., Srivastava, P., Teixeira, E. N., Ugrinic, I., Usal, K. A., Vakulya, K., Verma, A., Vieira, J. M. M., Wu, D. H., Xue, J., Zdravković, S., Zhuo, J., Ziaka, L., & Kuperman, V. (2025). Wave 2 of the Multilingual Eye-Movement Corpus (MECO): New Text Reading Data Across Languages. Scientific Data, 12, 1183. https://doi.org/10.1038/s41597-025-05453-3

Kuperman, V., Schroeder, S., Acartürk, C., Agrawal, N., Bolliger, L., Brasser, J., Campos-Rojas, C., Drieghe, D., Filipović Đurđević, D., Goldina, S., Ibáñez Orellana, R., Jäger, L., Jóhannesson, O., Khare, A., Kharlamov, N., Knudsen, H., Kristjánsson. A., Lee, C., Lee, J., Leite, M., Mancini, S., Mihajlović, N., Mišić, K., Orekhova, M., Parshina, O., Popović Stijačić, M., Protopapas, A., Reich, D., Rimzhim, A., Rothe-Neves, R., Sá, T., Santana Covarrubias, A., Sekerina, I., Sigurðardóttir, H., Smirnova, A., Srivastava, P., Ugrinic, I., Usal, K., Vakulya, K., Verma, A., Wu, D., Xue, J., Zdravković, S., Zhuo, J., Ziaka, L. & Siegelman, N. New Data on Text Reading in English as a Second Language: The Wave 2 Expansion of the Multilingual Eye Movements Corpus (MECO). (2025). Studies in Second Language Acquisition. 1-19. https://doi.org/10.1017/S0272263125000105

Martínez-Flores, R., Julio, C., Ibáñez, R., Campos-Rojas, C., Jarpa, M., Supèr, H., Tari, B. & Cristi-Montero, C. (2025). Impact of Physical Activity Modalities on Text Processing and Comprehension in Adolescents – The Cogni-Action Project. The Journal of Experimental Psychology. 1-16 https://doi.org/10.1080/00220973.2025.2513244

Ramírez, S., Ríos, N., Rojas-Barahona, C.A., Cárcamo, M., Sepúlveda-Pañaloza, A., Araya, R. & Gaete, J. (2025). Acceptability, feasibility, fidelity and quality implementation of the culturally adapted version of the Social Competence Promotion Program among Young Adolescents (“Mi Mejor Plan”) to prevent substance use among adolescents in Chile: a pilot randomized control study. BMC Public Health, 25, 1860. https://doi.org/10.1186/s12889-025-23033-3

Crespo, P., Jiménez, J. E., Rodríguez, C., Baker, D. L., & Hernández Cabrera, J. A. (2025). Decoding Strategies in Spanish First-Grade Students at Risk of Reading Difficulties. Learning Disability Quarterly. https://doi.org/10.1177/07319487251323587

Muñoz, C., Frez-Aróstica, N., Valenzuela, J., & Centeno, A. (2025). Ambiente Alfabetizador del Hogar: Análisis de perfiles según Nivel Socio-Económico. Ocnos. Revista de estudios sobre lectura, 24(1). https://doi.org/10.18239/ocnos_2025.24.1.475

Balladares, J., Valdivia, R., Sprovera, I., & Córdova, J. (2025). Did you do something today, or did you solely play? Barriers and facilitators for the use of play in early childhood educational contexts. Early Years. https://doi.org/10.1080/09575146.2024.2448452

Del Valle, M., Valenzuela, J., Muñoz, C., Miranda-Ossandón, J., Vergaño-Salazar, J. G., & Precht, A. (2025). Prácticas docentes universitarias y motivación orientada al aprendizaje: efecto mediador de la satisfacción de las necesidades psicológicas básicas. Educación XX1, 28(1), 235-256. https://doi.org/10.5944/educxx1.3820

Mateluna-Núñez, C., Ibáñez-Orellana, R., Campos-Rojas, C., Santana-Covarrubias, A., Fuentes Figueroa, R. & Martínez-Flores, R. (2025). The effect of Free Weight Resistance Training on Cognitive Function Explored through Eye Tracking: A Randomized Double-Blind Clinical Trial. Behavioral Sciences, 15(1), 7. https://doi.org/10.3390/bs15010077

Valdenegro-Fuentes, L., & González-Sanzana, A. (2024). Motivational profiles for choosing special education teaching as a career. South African Journal of Education, 44(4). https://doi.org/10.15700/saje.v44n4a2417

Muñoz, C., Frez-Aróstica, N., Valenzuela, J., & Souza, S. (2024). Construcción y validación de una medida observacional de aula para evaluar el ambiente motivador de la literacidad. Logos: Revista de Lingüística, Filosofía y Literatura, 34(2), 722-741. https://doi.org/10.15443/RL3432

Valenzuela, J., Muñoz, C., Miranda-Ossandón, J., & González- Sanzana, Á. (2024). Determinants of Academic Help-Seeking Willingness Among Chilean University Students: A Structural Model Analysis. Multidisciplinary Journal of Educational Research, 1–21. https://doi.org/10.17583/remie.13449

Varas-Pavez, A., Sepúlveda, F., Balladares, J., & Peake, C. (2024). Motivation and Mathematical Performance Using Digital Game-Based Learning in Kindergarten. Computers In The Schools, 1-20. https://doi.org/10.1080/07380569.2024.2390404

Vergaño-Salazar, J. G., Del Valle, M., Muñoz, C., Miranda, J., Precht, A., & Valenzuela, J. (2024). Modeling learning-oriented motivation in health students: a system dynamics approach. BMC psychology, 12(1), 512. https://doi.org/10.1186/s40359-024-02014-y

Armstrong-Gallegos, S., & Troncoso-Díaz, L. (2024). Estrés Cotidiano, Funciones Ejecutivas y Rendimiento Académico en Escolares de Primaria. Revista Ecuatoriana de Neurología, 33(1), 30-40.

Arriagada-Mödinger, F., & Ferreira, R. A. (2024). Emotional valence promotes free recall of foreign language words after video exposure. International Journal of Applied Linguistics. https://doi.org/10.1111/ijal.12592

Cristi-Montero, C., Martínez-Flores R., Espinoza-Puelles, JP., Doherty, A., Zavala-Crichton, JP., Aguilar-Farias. N., Reyes-Amigo, T., Salvatierra-Calderon, V., Ibáñez, R. & Sadarangani, KP. (2024). Substantial parallel mediation contribution by cognitive domains in the relationship between adolescents’ physical fitness and academic achievements: the Cogni-Action Project. Frontiers in Psychology, 15:1355434. https://doi.org/10.3389/fpsyg.2024.1355434

Balade, J., Rodríguez, C., & Jiménez, J. E. (2024). Curriculum-based measurement for early writing struggles in Kindergarten: A systematic review. Psicología Educativa, 30(2), 101-110. https://doi.org/10.5093/psed2024a11

González-Acuña, J., Valenzuela, J., Muñoz, C., & Precht, A. (2024). Carácter ético de la investigación científica: la mirada de futuros doctores en educación. Veritas, 57, 37-57. http://dx.doi.org/10.4067/S0718-92732024000100037

Rodríguez, C., Gutiérrez, N., Seoane, R., González, D., & de León, S. (2024). Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge. Journal of Literacy Research, 56(2), 102-122. https://doi.org/10.1177/1086296X241244705

Rodríguez, C., Jiménez, J. & Balade, J. (2024). The Impact of Oral Language and Transcription Skills on Early Writing Production in Kindergarteners: Productivity and Quality. Early Childhood Education Journal. https://doi.org/10.1007/s10643-024-01670-4

Valdenegro Fuentes, L., & González Sanzana, Á. (2024). Factores que influyen en la elección de la carrera de educación como predictores de la Identidad Docente en futuros profesores de Educación Especial. Revista Interuniversitaria De Formación Del Profesorado, 99(38.1), 289-306. https://doi.org/10.47553/rifop.v99i38.1.95275

González-Sanzana, A., Valenzuela-Carreño, J. Cáceres-Serrano, P., & Valdenegro-Fuentes, L. (2024). Propiedades psicométricas de la Escala Factores que influyen en la elección de carreras de Educación Fit-Choice en estudiantes de Pedagogía chilenos. Psychology, Electronic Journal of Research in Educational, 22(1), 213-236.
https://doi.org/10.25115/ejrep.v22i62.9100

Sepúlveda, F. & Aparicio-Molina, C. (2024). Prácticas docentes vinculadas al desarrollo de Comunidades Profesionales de Aprendizaje. Revista Colombiana de Educación, (91), 382-402. https/doi.org/10.17227/rce.num91-16959

Soto-Sierra, V., & Ferreira, R. (2024). The influence of cross-language similarity and transparency on idiom knowledge in non-immersed L2 speakers. System, 103287. https://doi.org/10.1016/j.system.2024.103287

Barriga, C., & Sepúlveda-González, F. (2024). Diferencias de género en el rendimiento lector de preescolares que asisten a escuelas vulnerables. Páginas de educación, 17(1). https://doi.org/10.22235/pe.v17i1.3558

Valenzuela, J., Miranda-Ossandón, J., Muñoz, C., Precht, A., Del Valle, M., & Vergaño-Salazar, J. (2024). Learning oriented motivation: Examining the impact of teaching practices with motivational potential. PLoS ONE, 19(2), 1-12. https://doi.org/10.1371/journal.pone.0297877

Gordon, R., Ferreira, R., Rodriguez, C., & Tolmie, A. (2024) Editorial: Educational neuroscience: key processes and approaches to measurement. Frontiers Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1342147

Armstrong-Gallegos, S., & Sandoval, M. (2023). Patrones de procesamiento sensorial de adultos con dificultades de aprendizaje autorreferidas. Revista Costarricense de Psicología, 42(2), 225-240. https://doi.org/10.22544/rcps.v42i02.04

Valdenegro-Fuentes, L. (2023). Modelos de Formación del Profesorado e Identidad Docente: Una articulación necesaria. Revista de Estudios y Experiencias en Educación REXE, 22(50), 215-234. https://doi.org/10.21703/rexe.v22i50.2024

Moncada, F., Ibáñez, R., Santana, A. & Guerra, C. (2023). Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level. Reading and Writing. https://doi.org/10.1007/s11145-023-10488-2

Sepúlveda, F., Céspedes, P., Valle, J., & García, D. (2023). Adaptación y validación de una escala para evaluar el desarrollo de habilidades del siglo XXI en estudiantes de enseñanza secundaria. Revista electrónica educare, 27(3), 1-22. https://doi.org/10.15359/ree.27-3.17251

Miranda-Ossandón, J., Precht, A., Lobos, C., Valenzuela, J., Muñoz, C., & Del Valle, M. (2023). Enablers and barriers to the construction of motives for learning at the university: The student’s perspective. International Journal of Evaluation and Research in Education (IJERE), 12(4), 1903-1911. https://doi.org/10.11591/ijere.v12i4.25254

Fernández-Blanco, A., Rojas-Barahona, C., Dib, M., & Orbach, L. (2023). Math anxiety assessment within the state-trait anxiety model: psychometric analysis of the “Mathematics Anxiety Questionnaire” and “State-Mathematics Anxiety Questionnaire” in Chilean school-aged children. Current Psychology. https://doi.org/10.1007/s12144-023-05032-y

Valenzuela, J., Nieto, A., Ossa, C., Sepúlveda, S., & Muñoz, C., (2023). Relaciones entre factores motivacionales específicos y pensamiento crítico. European Journal of Psychology and Education 16(1) 1-18. https://doi.org/10.32457/ejep.v16i1.2077

González, J., Muñoz, C., & Valenzuela, J. (2023). Ética e integridad académica en la formación doctoral: el caso de los doctorados en educación en las universidades chilenas. Acta bioethica, 29(1), 27-38. https://dx.doi.org/10.4067/S1726-569X2023000100027

Caffarena-Barcenilla, C., Rojas-Barahona, C.A., (2023). The influence of temperament and sex on inhibitory control games: reward strategies. Curr Psychol. https://doi.org/10.1007/s12144-023-04779-8

Rodríguez, C. & Ferreira, R. A., (2023). To what extent is dot comparison an appropriate measure of Approximate Number System? Frontiers in Psychology, 13, 8324. https://doi.org/10.3389/fpsyg.2022.1065600

Guzmán, B., Rodríguez, C. & Ferreira, R. A., (2023). Effect of parents’ mathematics anxiety and home numeracy activities on young children’s math performance-anxiety relationship. Contemporary Educational Psychology, 72, 102140. https://doi.org/10.1016/j.cedpsych.2022.102140

Rocabado, G., Montes, L. H., Ferreira, R., Rodríguez, C., & Lewis, J. (2023). Gathering validity evidence in the development of a new version of the Attitude toward the Subject of Chemistry Inventory (ASCI-UE). Canadian Journal of Chemistry. https://doi.org/10.1139/cjc-2022-0162 

Sepúlveda Vallejos, S., Muñoz, C., Contreras, C., & Monzalve, M. (2023). What constitutes a ‘classroom problem’ for today’s teacher?: an exploratory study. International Journal of Educational Methodology, 9(1), 63-73. https://doi.org/https://doi.org/10.12973/ijem.9.1.63 

Rupin, P., Muñoz, C., & Jadue-Roa, D. (2023). “So, We Can’t Play”: Limitations to Play at School in Periods of Educational Transition in Chile. Education Sciences, 13(3), 317. https://doi.org/https://doi.org/10.3390/educsci13030317