| Relationships between perceived parental involvement in homework, student homework behaviors, and academic achievement: differences among elementary, junior high, and high … JC Núñez, N Suárez, P Rosário, G Vallejo, A Valle, JL Epstein Metacognition and learning 10, 375-406, 2015 | 454 | 2015 |
| El aprendizaje autorregulado como medio y meta de la educación JC Núñez, P Solano, JA González-Pienda, P Rosário Papeles del psicólogo 27 (3), 139-146, 2006 | 366 | 2006 |
| Academic procrastination: Associations with personal, school, and family variables P Rosário, M Costa, JC Núñez, J González-Pienda, P Solano, A Valle The Spanish journal of psychology 12 (1), 118-127, 2009 | 325 | 2009 |
| Eficacia de un programa instruccional para la mejora de procesos y estrategias de aprendizaje en la enseñanza superior PJSLF Rosário, R Mourão, JC Núñez Pérez, JA González-Pienda García, ... Psicothema, 19 (3), 2007 | 302 | 2007 |
| Estudar o estudar: As (Des) venturas do Testas P Rosário Porto: Porto Editora, 2004 | 299 | 2004 |
| Self-regulated profiles and academic achievement A Valle, JC Núñez Perez, RG Cabanach, JA González-Pienda, ... Colegio Oficial de Psicólogos del Principado de Asturias, 2008 | 253 | 2008 |
| Implementation of training programs in self-regulated learning strategies in Moodle format: Results of a experience in higher education JC Núñez, R Cerezo, A Bernardo, P Rosário, A Valle, E Fernández, ... Psicothema, 274-281, 2011 | 248 | 2011 |
| Teachers’ feedback on homework, homework-related behaviors, and academic achievement JC Núñez, N Suárez, P Rosário, G Vallejo, R Cerezo, A Valle the Journal of Educational research 108 (3), 204-216, 2015 | 241 | 2015 |
| Autorregulación del aprendizaje: una revisión sistemática en revistas de la base SciELO P Rosario, AS Pereira, J Högemann, AR Nunez, M Figueiredo, JC Núñez, ... Universitas Psychologica 13 (2), 781-798, 2014 | 233 | 2014 |
| Comprometer-se com o estudar na universidade: cartas do Gervásio ao seu umbigo PSL Rosário, José, JA González-Pienda | 226* | 2006 |
| El aprendizaje escolar examinado desde la perspectiva del «Modelo 3P» de J. Biggs P Rosário, JC Núñez, JA González-Pienda, L Almeida, S Soares, ... Psicothema 17 (1), 20-30, 2005 | 210 | 2005 |
| Ansiedad ante los exámenes: relación con variables personales y familiares A Salgado, P Rosário, JC Núñez Perez, JA González-Pienda, A Valle, ... Psicothema 20, 563-570, 2008 | 208 | 2008 |
| Evaluación de los procesos de autorregulación mediante autoinforme JC Núñez, P Solano, JA González-Pienda, P Rosário Psicothema 18 (3), 353-358, 2006 | 196 | 2006 |
| A longitudinal assessment of the effectiveness of a school-based mentoring program in middle school JC Núñez, P Rosário, G Vallejo, JA González-Pienda Contemporary Educational Psychology 38 (1), 11-21, 2013 | 188 | 2013 |
| Auto-eficacia docente, motivación del profesor y estrategias de enseñanza S Rodríguez, JC Núñez, A Valle, R Blas, P Rosario Escritos de Psicología (Internet) 3 (1), 1-7, 2009 | 186 | 2009 |
| Autoeficacia y utilidad percibida como condiciones necesarias para un aprendizaje académico autorregulado P Rosário, A Lourenço, MO Paiva, JC Núñez, JAG Pienda, A Valle Anales de Psicología/Annals of Psychology 28 (1), 37-44, 2012 | 176 | 2012 |
| Enhancing self-regulation and approaches to learning in first-year college students: A narrative-based programme assessed in the Iberian Peninsula P Rosário, JC Núñez, J González-Pienda, A Valle, L Trigo, C Guimarães European Journal of Psychology of Education 25 (4), 411-428, 2010 | 170 | 2010 |
| Motivación y aprendizaje autorregulado A Valle Arias, SM Sánchez Rodríguez, JC Núñez Pérez, ... Interamerican Journal of Psychology, 2010 | 166 | 2010 |
| Homework and academic achievement across Spanish Compulsory Education JC Núñez, N Suárez, R Cerezo, J González-Pienda, P Rosário, R Mourão, ... Educational Psychology 35 (6), 726-746, 2015 | 163 | 2015 |
| Does homework design matter? The role of homework's purpose in student mathematics achievement P Rosário, JC Núñez, G Vallejo, J Cunha, T Nunes, R Mourão, R Pinto Contemporary Educational Psychology 43, 10-24, 2015 | 160 | 2015 |
