Publications

Last papers

2025

Llorent, V. J., Yuste-Hidalgo, F., & Núñez-Flores, M. (2025). Teachers’ characteristics for the teaching of social and emotional competencies in secondary education. Journal of Education for Teaching, 1–19. https://doi.org/10.1080/02607476.2025.2480085 (JCR-Q1)

Cabello, R., Zych, I., Llorent, VJ., & Fernández-Berrocal, P. (2025). The Polish Version of the Trait Meta-Mood Scale-24 in Adolescents: A Measure of Perceived Emotional Intelligence. Psicología Educativa, 31(1), 55 – 61. https://journals.copmadrid.org/psed (JCR-Q2)

Zych, I., Rodríguez-Ruiz, J., Louise Murray, A.J., Llorent, V.J., Marín-López, I., & Nasaescu, E. (2025). A longitudinal study on within-person developmental relations between bullying and cyberbullying with substance use in adolescents. Children and Youth Services Review, 168, 108012. https://doi.org/10.1016/j.childyouth.2024.108012 (JCR-Q1)

2024

Llorent, V. J., Núñez-Flores, M., & Kaakinen, M. (2024). Inclusive education by teachers to the development of the social and emotional competencies of their students in secondary education. Learning and Instruction, 91, 101892. https://doi.org/10.1016/j.learninstruc.2024.101892 (JCR-Q1)

García Fernández, C. M., Zych, I., Vega-Gea, E. M., & Llorent, V. J. (2024). El bullying y cyberbullying durante la transición de la Educación Primaria a la Secundaria: Transición del bullying y ciberbullying. European Journal of Education and Psychology, 17(2), 1-15. https://doi.org/10.32457/ejep.v17i2.2663 (JCR-Q4)

Llorent, V.J., Seade‐Mejía, C., Vélez‐Calvo, X., & Nasaescu, E. (2024). The impact of lockdown in cyberbullying in primary education: transitions of cyberbullying and bullying. Journal of School Health, 94(11), 1058-1068. https://onlinelibrary.wiley.com/doi/pdfdirect/10.1111/josh.13505 (JCR-Q2)

Álamo, M., & Llorent, V. J. (2024). Identity Formation of Pre-Service Teachers. Relations with Training and Attitudes toward Cultural Diversity. International Journal of Educational Psychology, 13(3), 184 – 198. https://doi.org/10.17583/ijep.12542 (JCR-Q4)

Álamo, M., & Llorent, V. J. (2024). Bullying, cyberbullying, inteligencia emocional y competencias socioemocionales y su relación con el autoconcepto social en adolescentes. Revista Complutense de Educación, 35(4), 887 https://doi.org/10.5209/rced.90342 (SJR-Q3)

Tomczyk, Ł., Guillén-Gámez, F. D., Mascia, M. L., & Llorent, V. J. (2024). How are teachers being attacked online? On cyberbullying and cyberaggression that targets school educators from the student’s perspective. Online Journal of Communication and Media Technologies, 14(3), e202431. https://doi.org/10.30935/ojcmt/14602 (JCR-Q3)

Hawdon, J., Reichelmann, A., Costello, M., Llorent, V. J., Räsänen, P., Zych, I., Oksanen, A., & Blaya, C. (2024). Measuring Hate: Does a Definition Affect Self-Reported Levels of Perpetration and Exposure to Online Hate in Surveys? Social Science Computer Review, 42(3), 812 – 831. https://doi.org/10.1177/08944393231211270 (JCR-Q2)

Hong, J. S., Kim, D. H., Colpin, H., Llorent, V. J., Voisin, D.R., & Johns, S. (2024). Do caring teachers protect African American youth with adverse adolescent experiences from risky behaviors? Clinical Child Psychology and Psychiatry, 29(4), 1318 – 1332. https://doi.org/10.1177/13591045241251906 (JCR-Q4)

Tomczyk, Ł., Guillén-Gámez, D., & Llorent, V. J. (2024). Teacher Digital and Media Competence in Cyber Security-A Perspective on Individual Resilience to Online Attacks. Communications in Computer and Information Science, 2130, 1 - 23. https://link.springer.com/chapter/10.1007/978-3-031-63235-8_1 (SJR-Q4)

2023

Costello, M., Hawdon, J., Reichelmann, A.V., Oksanen, A., Blaya, C., Llorent, V.J., Räsänen, P., & Zych, I. (2023). Defending Others Online: The Influence of Observing Formal and Informal Social Control on One’s Willingness to Defend Cyberhate Victims. International Journal of Environmental Research and Public Health, 20, 6506. https://doi.org/10.3390/ijerph20156506 (JCR-Q1)

Rodríguez-Ruíz, J., Zych, I., & Llorent, V. J. (2023). Adolescent Compliance with anti-COVID Measures. Is It Related to Substance Use? International Journal of Mental Health and Addiction, 21, 2766 – 2777. https://doi.org/10.1007/s11469-021-00751-4 (JCR-Q1)

Espejo-Siles, R., Farrington, D. P., Zych, I., & Llorent, V. J. (2023). Antisocial Behavior as a Longitudinal Predictor of Somatization in Adolescents. Victims & Offenders, 18(4), 732 – 743. https://doi.org/10.1080/15564886.2022.2052215 (JCR-Q2)

Nasaescu, E., Zych, I., Ortega-Ruiz, R., Farrington, D. P., & LLorent, V. J. (2023). Stability and change in longitudinal patterns of antisocial behaviors: The role of social and emotional competencies, empathy, and morality. Current Psychology, 42, 11980 – 11994. https://doi.org/10.1007/s12144-021-02484-y (JCR-Q2)

Rodríguez-Ruiz, J., Zych, I., Llorent, V. J., Marín-López, I., Espejo-Siles, R., & Nasaescu, E. (2023). A longitudinal study of protective factors against substance use in early adolescence. An ecological approach. International Journal of Drug Policy, 112, 103946. https://doi.org/10.1016/j.drugpo.2022.103946 (JCR-Q1)

Llorent, V. J., Seade-Mejía, C., & Vélez-Calvo, X. (2023). Lockdown, Cyberhate, and Protective Factor of Social-Emotional and Moral Competencies in Primary Education. Comunicar: Media Education Research Journal, 31(77), 105 – 114. https://doi.org/10.3916/C77-2023-09 (JCR-Q1)

Llorent, V. J., Seade-Mejía, C., & Vélez-Calvo, X. (2023). Confinamiento, ciberodio y factor protector de las competencias socioemocionales y morales en Educación Primaria. Comunicar: Revista Científica de Comunicación y Educación, 31(77), 109 – 118. https://doi.org/10.3916/C77-2023-09 (JCR-Q1)

Jimenez-Arriaga, K., Llorent, V. J. & David Aaron Miranda, D. A. (2023). Social-emotional skills, bullying and cyberbullying in Mexican adolescents. International Journal of Education and Social Science Research, 6(2), 74 – 89. https://doi.org/10.37500/IJESSR.2023.6207

Llorent, V. J., & Núñez-Flores, M. (2023). Las competencias socioemocionales y morales del profesorado de Educación Infantil a Educación Secundaria. Revista Complutense de Educación, 34(3), 593 – 603. https://doi.org/10.5209/rced.79717 (SJR-Q3)

2022

Espejo-Siles, R., Zych, I., & Llorent, V. J. (2022). Compliance with COVID-19 measures in adolescents and related sociodemographic and educational variables. Psychology, Society & Education, 14(2), 59 – 66. https://doi.org/10.21071/psye.v14i2.14574 (SJR-Q3)

Caballero-Cobos, M., & Llorent, V. J. (2022). Los efectos de un programa de formación docente en neuroeducación en la mejora de las competencias lectoras, matemática, socioemocionales y morales de estudiantes de secundaria. Un estudio cuasi-experimental de dos años. Revista de Psicodidáctica, 27(2), 158 – 167. https://doi.org/10.1016/j.psicod.2022.04.001 (JCR-Q1)

Caballero-Cobos, M., & Llorent, V. J. (2022). The effects of a teacher training program on neuroeducation in improving reading, mathematical, social, emotional and moral competencies of secondary school students. Revista de Psicodidáctica (English Ed.), 27(2), 158 – 167. https://doi.org/10.1016/j.psicod.2022.04.001 (JCR-Q1)

Nuñez-Flores, M., & Llorent, V. J. (2022). La educación inclusiva y su relación con las competencias socioemocionales y morales del profesorado en la escuela. Aula Abierta, 51(2), 171 – 180. https://doi.org/10.17811/rifie.51.2.2022.171-180 (JCR-Q3)

Llorent, V. J., González-Gómez A. L., Farrington D. P., & Zych I. (2022). Improving Literacy Competence and Social and Emotional Competencies in Primary Education Through Cooperative Project-Based Learning. Psicothema, 34(1).  https://doi.org/10.7334/psicothema2020.372 (JCR-Q1)

Celuch, M., Oksanen, A., Räsänen, P., Costello, M., Blaya, C., Zych, I., Llorent, V.J., Reichelmann, A., & Hawdon, J. (2022). Factors Associated with Online Hate Acceptance: A Cross-National Six-Country Study among Young Adults. International Journal of Environmental Research and Public Health, 19(534). https://doi.org/10.3390/ijerph19010534 (JCR(2021)-Q1)

2021

González-Gómez, A. L., Farrington, D. P., & Llorent, V. J. (2021). Descriptive and Quasi-Experimental Studies about Moral Emotions, Online Empathy, Anger Management, and Their Relations with Key Competencies in Primary Education. International Journal of Environmental Research and Public Health, 18(21), 11584. https://doi.org/10.3390/ijerph182111584 (JCR-Q1)

Reichelmann, A., Hawdon, J., Costello, M., Ryan, J., Blaya, C., Llorent, V. J., Oksanen, A., Räsänen, P., & Zych, I. (2021). Hate Knows No Boundaries: Online Hate in Six Nations. Deviant Behavior, 42(9), 1100 – 1111. https://doi.org/10.1080/01639625.2020.1722337 (JCR-Q3)

Llorent, V. J., Diaz-Chaves, A., Zych, I. Twardowska-Staszek, E., & Marín-López, I. (2021). Bullying and Cyberbullying in Spain and Poland, and Their Relation to Social, Emotional and Moral Competencies. School Mental Health, 13, 535 – 547. https://doi.org/10.1007/s12310-021-09473-3 (JCR-Q2)

Rodríguez-Ruiz, J., Zych, I., Llorent, V. J., & Marín-López, I. (2021). A longitudinal study of preadolescent and adolescent substance use: Within-individual patterns and protective factorsEstudio longitudinal del consumo de sustancias en preadolescentes y adolescentes: patrones intraindividuales y factores protectors. International Journal of Clinical and Health Psychology, 21(3), 100251. https://doi.org/10.1016/j.ijchp.2021.100251 (JCR-Q1)

Zych, I., & Llorent, V. J. (2021). Bias-Based Cyberbullying in Spanish Adolescents and Its Relation to Social and Emotional Competencies and Technology Abuse. Journal of Early Adolescence, 43(1), 37 – 58. https://doi.org/10.1177/02724316211020365 (JCR-Q3)

Llorent, V. J., Zych, I., Fontans, M., & Álamo, M. (2021). Diversidad étnico-cultural, inteligencia emocional y competencias socioemocionales en la educación secundaria andaluza. Psychology, Society & Education, 13(2), 61 – 75. https://doi.org/10.25115/psye.v13i2.3829 (SJR-Q3)

Zych, I., Farrington, D. P., Llorent, V. J., Ribeaud, D., & Eisner, M. P. (2021). Childhood Risk and Protective Factors as Predictors of Adolescent Bullying Roles. International Journal of Bullying Prevention, 3, 138 – 146. https://doi.org/10.1007/s42380-020-00068-1 (SJR-Q2)

Llorent, V. J., Caballeros-Cobos, M., & García-Cabrera, M. M. (2021). Relations among social, emotional and moral competencies, reading and mathematical competence in students of secondary education. Revista Espacios, 42(9). https://doi.org/10.48082/espacios-a21v42n09p08 (SJR-Q4)

Rodríguez-Ruiz, J., Zych, I., Llorent, V. J., & Marín-López, I. (2021). A longitudinal study of preadolescent and adolescent substance use: Within-individual patterns and protective factors. International Journal of Clinical and Health Psychology, 21(3), 100251. https://doi.org/10.1016/j.ijchp.2021.100251 (JCR-Q1)

Llorent, V. J., Farrington, D. P., & Zych, I. (2021). El plan de convivencia y su relación con las competencias socioemocionales, el bullying y el cyberbullying en la educación secundaria. Revista de Psicodidáctica, 26(1), 35 – 44.  https://doi.org/10.1016/j.psicod.2020.11.002 (JCR-Q1)

Llorent, V. J., Farrington, D. P., & Zych, I. (2021). School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education. Revista de Psicodidáctica (English Ed.), 26(1), 35 – 44. https://doi.org/10.1016/j.psicod.2020.11.002 (JCR-Q1)

2020

Nasaescu, E., Zych, I., Ortega-Ruiz, R., Farrington, D. P., & Llorent, V. J. (2020). Longitudinal patterns of antisocial behaviors in early adolescence: a latent class and latent transition analysis. European Journal of Psychology Applied to Legal Context, 12(2), 85 – 92. https://dx.doi.org/10.5093/ejpalc2020a10 (JCR-Q1)

Espejo-Siles, R., Zych, I., Farrington, D. P., & Llorent, V. J. (2020). Moral disengagement, victimization, empathy, social and emotional competencies as predictors of violence in children and adolescents. Children and Youth Services Review, 118, 105337. https://doi.org/10.1016/j.childyouth.2020.105337 (JCR-Q1)

Marín-López, I., Zych, I., Ortega-Ruiz, R., Monks, C. P., & Llorent V. J. (2020). Empathy online and moral disengagement through technology as longitudinal predictors of cyberbullying victimization and perpetration. Children and Youth Services Review, 116, 105144. https://doi.org/10.1016/j.childyouth.2020.105144 (JCR-Q1)

Farrington, D. P., Zych, I., Llorent, V. J., & Ttofi, M. M. (2020). Anna Costanza Baldry (May 16, 1970–March 9, 2019). International Journal of Bullying Prevention, 2, 238 – 239. https://doi.org/10.1007/s42380-019-00023-9 (SJR-Q2)

Espejo-Siles, R., Zych, I., & Llorent, V. J. (2020). Empathy, social and emotional competencies, bullying perpetration and victimization as longitudinal predictors of somatic symptoms in adolescence. Journal of affective disorders, 271, 145 – 151. https://doi.org/10.1016/j.jad.2020.03.071 (JCR-Q1-D1)

Nasaescu, E., Zych, I., Ortega-Ruiz, R., Farrington, D. P., & Llorent, V. J. (2020). Longitudinal Patterns of Antisocial Behaviors in Early Adolescence: A Latent Class and Latent Transition Analysis. European Journal of Psychology Applied to Legal Context, 12(2), 85 – 92. https://doi.org/10.5093/ejpalc2020a10 (JCR-Q1)

Zych, I., Rodríguez-Ruiz, J., Marín-López, I., & Llorent, V. J. (2020). Longitudinal stability and change in adolescent substance use: A latent transition analysis. Children and Youth Services Review, 112, 104933. https://doi.org/10.1016/j.childyouth.2020.104933 (JCR-Q1)

Llorent, V. J., Zych, I., & Varo-Millán, J. C. (2020). University academic personnel’s vision of inclusive education in Spanish universities (Visión del profesorado sobre la educación inclusiva en la universidad en España). Culture and Education, 32(1), 147 – 181. https://doi.org/10.1080/11356405.2019.1705593 (JCR-Q4)

Zych, I., Ttofi, M. M., Llorent, V. J., Farrington, D. P., Ribeaud, D., & Eisner, M. P. (2020). A Longitudinal Study on Stability and Transitions Among Bullying Roles. Child development, 91(2), 527 – 545. https://doi.org/10.1111/cdev.13195 (JCR-Q1-10%)

Llorent, V. J., & González-Gómez, A. L. (2020). Literacy competence and social and emotional competencies in Primary Education. Individual and ethnic-cultural factors. Revista Espacios, 41(6), 8 – 19. https://www.revistaespacios.com/a20v41n06/a20v41n06p08.pdf (SJR-Q4)

Nasaescu, E., Ortega-Ruiz, R., Llorent, V. J., & Zych, I. (2020). Conductas antisociales en niños y adolescentes: Un estudio descriptivo/ Antisocial Behaviors in Children and Adolescents: A Descriptive Study. Psychology, Society, & Education, 12(3), 201 – 213. https://doi.org/10.25115/psye.v10i1.2876 (SJR-Q4)

Llorent, V. J., González-Gómez, A. L., Farrington, D. P., & Zych, I. (2020). Social and emotional competencies and empathy as predictors of literacy competence. Psicothema, 32(1), 47 – 53. https://doi.org/10.7334/PSICOTHEMA2019.106 (JCR-Q1)

Marín-López, I., Zych, I., Ortega-Ruiz, R., Hunter, S. C., & Llorent, V. J. (2020). Relations among online emotional content use, social and emotional competencies and cyberbullying. Children and Youth Services Review, 108, 104647. https://doi.org/10.1016/J.CHILDYOUTH.2019.104647 (JCR-Q1)

Zych, I., & Llorent, V. J. (2020). An intervention program to enhance social and emotional competencies in pre-service early childhood education teachers. Psychology, Society & Education, 12(1), 17 – 30. https://doi.org/10.25115/PSYE.V0I0.2374 (SJR-Q4)

Llorent, V. J., Zych, I., & Varo-Millán, J. C. (2020). Competencias socioemocionales autopercibidas en el profesorado universitario en España (Social and emotional competences self-perceived by the university professors in Spain). Educación XX1, 23(1), 297 – 318. https://doi.org/10.5944/educXX1.23687 (SJR-Q1)

2019

Llorent, V. J., Álamo, M., Llorent, V. J., & Álamo, M. (2019). La formación inicial del profesorado en las actitudes hacia la diversidad cultural. Validación de una escala. Papeles de Población, 25(99), 187 – 208. https://doi.org/10.22185/24487147.2019.99.08 (SJR-Q4)

Zych, I., Baldry, A. C., Farrington, D. P., & Llorent, V. J. (2019). Are children involved in cyberbullying low on empathy? A systematic review and meta-analysis of research on empathy versus different cyberbullying roles. Aggression and Violent Behavior, 45, 83 – 97. https://doi.org/10.1016/J.AVB.2018.03.004 (JCR-Q1)

Zych, I., Gómez-Ortiz, O., Fernández Touceda, L., Nasaescu, E., & Llorent, V. J. (2019).  Parental Moral Disengagement Induction as a Predictor of Bullying and Cyberbullying: Mediation by Children’s Moral Disengagement, Moral Emotions, and Validation of a Questionnaire. Child Indicators Research, 13, 1065 – 1083. https://doi.org/10.1007/s12187-019-09670-2 (JCR-Q1)

Zych, I., & Llorent, V. J. (2019). Affective Empathy and Moral Disengagement Related to Late Adolescent Bullying Perpetration. Ethics & Behavior, 29(7), 547 – 556. https://doi.org/10.1080/10508422.2018.1521282 (JCR-Q2)

2018

Beltrán-Catalán, M., Zych, I., Ortega-Ruiz, R., & Llorent, V. J. (2018). Victimisation through bullying and cyberbullying: Emotional intelligence, severity of victimisation and technology use in different types of victims. Psicothema, 30(2), 183 – 188. https://doi.org/10.7334/PSICOTHEMA2017.313 (JCR-Q2)

Castillo, I., Llorent, V. J., Salazar, L., Álamo, M., Castillo, I., Llorent, V. J., Salazar, L., & Álamo, M. (2018). Lenguaje, diversidad cultural y currículo. El docente indígena como alfabetizador en contextos bilingües wayuu. Perfiles Educativos, 40(162), 54 – 67. https://www.redalyc.org/journal/132/13258437005/html/ (SJR-Q3)

Llorent, V. J., & Álamo, M. (2018). Utrecht-management of identity commitments scale: Validation in Spanish university students. Frontiers in Psychology, 9, 323364. https://doi.org/10.3389/FPSYG.2018.01364/BIBTEX (JCR-Q2)

Nasaescu, E., Marín-López, I., Llorent, V. J., Ortega-Ruiz, R., & Zych, I. (2018). Abuse of technology in adolescence and its relation to social and emotional competencies, emotions in online communication, and bullying. Computers in Human Behavior, 88, 114 – 120. https://doi.org/10.1016/J.CHB.2018.06.036 (JCR-Q1)

Hong, J. S., Song, E., Llorent, V. J., Patel, S., & Voisin, D. R. (2018). Can Adult Care Diminish the Effects of Friends’ Assaultive Behaviors on Bullying Perpetration among African American Youth? Journal of Aggression, Maltreatment & Trauma, 29(2), 242 – 258. https://doi.org/10.1080/10926771.2018.1552223 (SJR-Q4)

Ruiz Calzado, I., & Llorent García, V. J. (2018). El burnout en los profesionales de la educación que trabajan con personas con discapacidad en Córdoba (España): Influencia de las variables laborales. Educación XX1, 21(2), 373 – 393. https://doi.org/10.5944/educxx1.15459 (SJR-Q2)

Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., & Llorent, V. J. (2018). Competencias sociales y emocionales de adolescentes involucrados en diferentes roles de bullying y cyberbullying. Revista de Psicodidáctica, 23(2), 86 – 93. https://doi.org/10.1016/J.PSICOD.2017.12.001 (SJR-Q2)

Zych, I., Beltrán-Catalán, M., Ortega-Ruiz, R., & Llorent, V. J. (2018). Social and Emotional Competencies in Adolescents Involved in Different Bullying and Cyberbullying Roles. Revista de Psicodidáctica (English Edition), 23(2), 86 – 93. https://doi.org/10.1016/J.PSICOE.2017.12.001 (JCR-Q1)

Zych, I., Ortega-Ruiz, R., Muñoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the social and emotional competencies questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicología, 50(2), 98 – 106. https://doi.org/10.14349/RLP.2018.V50.N2.3 (SJR-Q3)

2017

Bedmar, V. L., & García, V. J. L. (2017). La labor socioeducativa de las misiones salesianas en América y España en el siglo XIX y los albores del siglo XX. Historia de La Educación, 36, 65 – 82. https://doi.org/10.14201/HEDU2017366582

Llorent García, V. J., & Medina Ferrer, B. (2017). La educación permanente en los organismos internacionales y las nuevas concepciones. HumanArtes. Revista de Ciencias Sociales y Educación, 5(10), 103 – 121. http://helvia.uco.es/xmlui/handle/10396/15024

Llorent-García, V. J., & López-Azuaga, R. (2017). Buenas prácticas inclusivas en educación formal y no formal: Análisis de experiencias educativas reales en la provincia de Cádiz (España). Revista de Educación Inclusiva, 6(2), 1889 – 4208. https://revistaeducacioninclusiva.es/index.php/REI/article/view/188

López Meneses, E., Llorent García, V. J., & Medina Ferrer, B. (2017). Análisis diacrónico de las ventajas e inconvenientes del uso de las TIC en el ámbito educativo a través de mapas conceptuales multimedia. Revista Iberoamericana de Tecnología En Educación y Educación En Tecnología, 19, 34 – 40. https://www.scielo.org.ar/scielo.php?script=sci_arttext&pid=S1850-99592017000100005

Zych, I., Ortega-Ruiz, R., & Llorent, V. J. (2017). Nature and dynamics of peer violence in Polish upper secondary schools. Social Psychology of Education, 20(2), 427 – 443. https://doi.org/10.1007/S11218-017-9378-X (JCR-Q3)

2016

Llorent, V. J., & Álamo, M. (2016). Actitudes hacia la diversidad cultural de los estudiantes de Grado de Magisterio de Educación Primaria: análisis entre el primer y el último curso. Cadmo - Giornale Italiano Di Pedagogia Sperimentale, 24(2), 91 – 101. https://doi.org/10.3280/CAD2016-002008 (JCR-Q4)

Llorent, V. J., & Álamo, M. (2016). Escala de Actitudes hacia la Diversidad Cultural (ADC) para los futuros docentes. Opción, 32(11), 832 – 841. https://www.redalyc.org/articulo.oa?id=31048902048 (SJR-Q3)

Llorent, V. J., Ortega-Ruiz, R., & Zych, I. (2016). Bullying and cyberbullying in minorities: Are they more vulnerable than the majority group? Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01507 (JCR-Q2)

Llorent, V. J., & Ruiz-Calzado, I. (2016). Burnout and its relation to sociodemographic variables among education professionals working with people with disabilities in Córdoba (Spain). Ciencia & Saude Coletiva, 21(10), 3287 – 3295. https://doi.org/10.1590/1413-812320152110.00732015 (JCR-Q4)

Llorent, V. J., & Ruiz-Calzado, I. (2016). El Burnout y las variables sociodemográficas en los profesionales de la educación que trabajan con personas con discapacidad en Córdoba (España). Ciência & Saúde Coletiva, 21(10), 3287 – 3295. https://doi.org/10.1590/1413-812320152110.00732015 (JCR-Q4)

Llorent, V. J., Ruiz-Calzado, I., & Varo-Millán, J. C. (2016). Indicadores del buen docente en base a la inteligencia emocional. La formación universitaria en educación inclusiva. Revista Sonda - Investigacion y Docencia En Artes y Letras, 5, 72 – 91. https://riunet.upv.es/bitstream/handle/10251/192349/LlorentRuiz-CalzadoVaro-Millan%20-%20Indicadores%20del%20buen%20docente%20en%20base%20a%20la%20inteligencia%20emocional....pdf?sequence=1 (JCR-Q4)

2015

Llorent, V. J., Llorent-Bedmar, V., & Mata-Justo, J. M. (2015). Expectativas académicas de los inmigrantes de segunda generación en Setúbal y Faro (Portugal). Pedagogía Social, 26, 315 – 336. https://doi.org/10.7179/PSRI_2015.26.12 (JCR-Q4)

Ferrer Planchat, S., & Llorent García, V. J. (2015). Orientación y estilo de vida. Tiempo Latinoamericano, 52(75), 3-10. https://helvia.uco.es/bitstream/handle/10396/15025/Orientacion_estilo_vida_2015.pdf?sequence=1&isAllowed=y

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