Books & Journals: Peer-review process

Gegenfurtner, G., & Quesada-Pallarès, C. (2021, in press). Toward a multidimensional conceptualization of motivation to transfer training: Validation of the transfer motivation questionnaire from a self-determination perspective using bifactor-ESEM. Studies in Educational Evaluation. Indexed in: SSCI (1.953; Q2 ‘Education & Educational Research’, Q2 ‘Psychology Educational’), SCOPUS (4.1, 143/1319 [89th] ‘Education’), SJR (0.890, Q1 ‘Education’), ICDS (11), ISSN (0191-491X).

Martínez-Fernández, J. R., Ciraso-Calí, A., de la Barrera, M. L., García-Ravidá, L. B., & Quesada-Pallarès, C. (2021). Experiencias iniciales del desarrollo y su relación con los procesos de aprendizaje en la adolescencia Revista Bordón, 73(3), 99-114. Indexed in: SCOPUS (1.2, 727/1319 [44th] ‘Education’), SJR (0.289, Q3 ‘Developmental and Educational Psychology’, Q3 ‘Education’), ICDS (10), ISSN (2340-6577). https://doi.org/10.13042/Bordon.2021.81394

Quesada-Pallarès, C., Musso, M. F., Ciraso-Calí, A., & Cascallar, E. (2021). The well-fit for the FET model: understanding training transfer factors in Spain. Revista Educar, 1-19. Indexed in: SCOPUS (0.8, 235/426 [44th] ‘Communication’, 882/1319 [33rd] ‘Education’), SJR (0.230, Q3 ‘Communication’, Q3 ‘Education’), ICDS (10), ISSN (2014-8801). https://doi.org/10.5565/rev/educar.1327

González-Ortiz-de-Zárate, A., Alonso García, M.A., Quesada-Pallarès, C., Berrocal Berrocal, F., & McLean, G. (2020). Validation of Predicting Transfer Instruments in Spain. European Journal of Training and Development, 44(6/7), 695-715. Indexed in: ESCI, SCOPUS (2.8, 84/198 [57th] ‘Business, Management and Accounting - Organizational Behavior and Human Resource Management’), SJR (0.437, Q2 ‘Business, Management and Accounting (miscellaneous)’, Q2 ‘Education’, Q2 ‘Organizational Behavior and Human Resource Management’), ICDS (9.4), ISSN (2046-9012). https://doi.org/10.1108/EJTD-11-2019-0188

Torrelles-Nadal, C., París-Mañas, G., Quesada-Pallares, C. & Coiduras-Rodríguez, J. (2020). Learning Patterns, Personality Traits and Motivational Profile of Students of Dual Learning Modality. Revista Colombiana de Educación, 1(80), 33-52. Indexed in: SCOPUS (0.40, 1125/1254 [10th] ‘Social Sciences – Education’), LATINDEX, ICDS (10.0), ISSN (0120-3916). https://doi.org/10.17227/rce.num79-9537

Fernández-de-Álava, M., Iglesias-Vidal, E., & Quesada-Pallarès, C. (2019). Imágenes de los jóvenes sobre la inmigración: un estudio comparativo [Young’s People Images on Immigration: a comparative analysis]. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 15(3), 50-63. Indexed: Directory of Open Access Journals, ERIC PLUS, EBSCOhost, Dialnet, Latindex, IN-RECS (2011, Q2 ‘Education’, ‘Psychology’), DICE, ANEP/FECYT (B), ISOC, y RESH (15 CNEAI standards, 17 ANECA standards), ICDS (6.1). ISSN (1699-437X).

Quesada-Pallarès, C., Sánchez-Martí, A., Ciraso-Calí, A., & Pineda-Herrero, P. (2019). Online vs Classroom learning: Examining motivational and SRL strategies among VET students. Frontiers in Psychology, December 2019. Indexed in: SSCI (2.129; Q2 ‘Psychology, multidisciplinary), SCOPUS (2.40, 45/193 [76^th] ‘General Psychology’), SJR (0.997, Q1 ‘Psychology (miscellaneous)’), ICDS (10.5), ISSN (1664-1078). DOI: 10.3389/fpsyg.2019.02795

Roig, H., Quesada-Pallarès, C., & Pineda-Herrero, P. (2019). Diseño y pilotaje del METEnf: Modelo de Evaluación de los factores de Transferencia de la formación de los nuevos profesionales en Enfermería. Educación Médica. In press. Indexed in: SCOPUS (0.95, 501/1040 [51^st] ‘Social Sciences – Education’), SJR (0.202, Q3 ‘Education’, ‘Medicine (miscellaneous)’), CARHUS PLUS + 2018 (C), ICDS (7.8), ISSN (1579-2099). DOI: 10.1016/j.edumed.2019.09.005

Torrelles, C., Paris, G., Coiduras, J. & Quesada-Pallares, C. The Relationships between personality traits, learning styles and motivational profile: comparative among students who enroll in different learning modalities (dual and standard). Revista Colombiana de Educación. Accepted. Indexed in: SCOPUS (0.15, ‘Social Sciences – Education’), LATINDEX, ICDS (10.0), ISSN (0120-3916). In press.

Williams-Middleton, K., Padilla-Meléndez, A., Lockett, N., Quesada-Pallarès, C. & Jack, S. (2019). The University as an Entrepreneurial Learning Space: The role of socialized learning in developing entrepreneurial competence. International Journal of Entrepreneurial Behavior & Research, Vol. ahead-of-print No. ahead-of-print. DOI: 10.1108/IJEBR-04-2018-0263 Indexed in: SSCI (2.391; Q2 ‘Business’, Q2 ‘Management’), SCOPUS (3.23, 6/81 [93^rd] ‘Business, Management and Accounting’), SJR (0.785, Q1 ‘Business, Management and Accounting (miscellaneous)’), ABS (2*), ICDS (10.9), ISSN (1355-2554). DOI: 10.1108/IJEBR-04-2018-026

Espona-Barcons, B. Pineda-Herrero, P., Ciraso-Calí, A., & Quesada-Pallarès, C. (2017). ¿Es eficaz la formación en la Administración pública española?: Evaluación de la transferencia de los aprendizajes con el modelo FET [Is Spanish Public Administration training effective?: Assessment of transfer of learning through the FET model]. Revista Qurriculum, 30(marzo), 31-48. Indexed in: Dialnet, CARHUS PLUS+ 2014 (D), CSIC, DICE, LATINDEX, ISSN (1130-5371).

Fernández-De-Álava, M., & Quesada-Pallarès, C. (2017). Estrategias de aprendizaje del profesorado europeo: género y etapa educativa [Learning strategies of European teachers: results according to gender and period of teaching]. Bordón. Revista de Pedagogía, 69(1), 67-81. Indexed in: DICE, ERIH PLUS, CARHUS PLUS+ 2014 (B), LATINDEX, ISSN (0210-5934). DOI: 10.13042/Bordon.2016.38597

Fernández-De-Álava, M., Quesada-Pallarès, C. & García-Carmona, M. (2017). Use of ICTs at work: an intergenerational analysis in Spain. Culture & Education, 29(1), 120-150. Indexed in: SSCI (0.607; Q4 “Education & Educational Research), CARHUS PLUS+ 2014 (B), ERIH PLUS, LATINDEX, SCOPUS, ISSN (1578-4118). DOI: 10.1080/11356405.2016.1274144

García-Carmona, M., Fernández-De-Álava, M., & Quesada-Pallarès, C. (2017). Gender and leadership in Brazilian, Singaporean and Spanish Secondary Schools: an in-depth analysis based on the 2013 TALIS. In P. Miller (Ed.), Cultures of Leadership: Exploring educational leadership practice across cultures (pp.121-148). London: Palgrave Macmillan. Indexed in: SPI (231^st), ICEE (0.191).

Lockett, N., Quesada-Pallarès, C., Williams-Middleton, K., Padilla-Meléndez, A. & Jack, S. (2017). ‘Lost in Space’: The Role of Social Networking in University-based Entrepreneurial Learning. Industry and Higher Education, 31(2), 67-80. Indexed in: EBSCOhost, ERIC, ProQuest, ISSN (2043-6858). DOI: 10.1177/0950422217693962

Quesada-Pallarès, C. & Fernández-de-Álava, M. (2017). Exploring Informal Learning in Spain: An analysis based on the Survey on Adult Population Involvement in Learning Activities. In S. Rutherford (Ed.), Informal Learning: Perspectives, Challenges and Opportunities (pp. 81-98). NY, USA: Nova Science Publishers, Inc. Indexed in: SPI (109^th), ICEE (1.040).

Quesada-Pallarès, C., Fernández-de-Álava, M., & Gairín, J. (2017). How do Spanish university teachers learn? Understanding the use of learning strategies. Revista de Educación, 376(Abril-Junio 2017), 135-162. Indexed in: ANEP-FECYT (A+), CARHUS PLUS+ 2014 (A), CIRC (A1), DICE, ERIH PLUS, LATINDEX, MIAR, RESH, SCOPUS, SSCI (0.845; Q3 “Education & Educational Research), ISSN: 0034-8082. DOI: 10.4438/1988-592X-RE-2017-376-347

Acosta, R., Feixas, M., Quesada-Pallarès, C. (2016). From discourse to action. How Engineering’ university teachers in Chile develop professionally and transfer their learning into practice? Zeitschrift für Hochschulentwicklung [Journal for Higher Education Development], 11(5), 163-185. Indexed in: CiteFactor, DOAJ, ISSN (2219-6994).

Pineda-Herrero, P., Espona-Barcons, B., Ciraso-Calí, A., Quesada-Pallarès, C., & Valdivia-Vizarreta, P. (2016). Evaluación de la formación eLearning en el Instituto Nacional de Administración Pública: resultados del estudio MEEL [Evaluation of eLearning in National Institute of Public Administration –INAP-. Results of MEEL study]. Gestión y Análisis de Políticas Públicas. Nueva Época, 15(enero-junio), 96-111. Indexed in: CARHUS PLUS+ 2014 (D), LATINDEX, ISSN (1134-6035).

Pineda-Herrero, P., Quesada-Pallarès, C., Espona-Barcons, E. & Mas-Torelló, O. (2015). How to measure the effectiveness of VET workplace learning: the FET-WL model. Education and Training, 57(6), 602-622. Indexed in: ABS (1*), ERIH PLUS, SCOPUS, ISSN (0040-0912). DOI: 10.1008/ET-12-2013-0141.

Quesada-Pallarès, C. & Gegenfurtner, A. (2015). Toward a unified model of motivation for training transfer: A phase perspective. Zeitschrift für Erziehungswissenschaft [Journal of Education Research], 18(1), 107-121. Indexed in: SSCI (0.434; Q3 “Education & Educational Research), ISSN (1434-663X). DOI: 10.1007/s11618-014-0604-4.

Quesada-Pallarès, C., Espona-Barcons, E., Ciraso-Calí, A., & Pineda-Herrero, P. (2015). La eficacia de la formación de los trabajadores de la Administración pública española: comparando la formación presencial con la eLearning [Employees training efficacy at the Spanish Public Administration: comparising face-to-face training to eLearning]. Revista del CLAD Reforma y Democracia, 61, 107-132. Indexed in: SSCI (0.070; Q4 “Political Science” “Public Administration”), LATINDEX, SCOPUS, ISSN (1315-2378). https://goo.gl/vphJLj

Quesada-Pallarès, C., Fernández-de-Álava, M., & Rebollar-Sánchez, E.M. (2015). Diferencias de género en la participación de la población adulta en actividades de aprendizaje no formal e informal: situación actual en España [The current situation of gender differences in non-formal and informal learning activities in the Spanish adult population]. Bordón. Revista de Pedagogía, 67(3), 123-141. Indexed in: DICE, ERIH PLUS, CARHUS PLUS+ 2014 (B), LATINDEX, ISSN (0210-5934). DOI: 10.13042/Bordon.2015.67307

Quesada-Pallares, C., Pineda-Herrero, P., Stoian, A., & Duran-Bellonch, M.M. (2015). Factors affecting Spanish and Catalan women participation in training. Journal for Educators, Teachers and Trainers, 6(1), 82-99. Indexed in: CiteFactor, CIRC 2.0 (C), CSIC, Dialnet, DICE, DOAJ, ERIH PLUS, LATINDEX, ISSN (1989-9572). https://goo.gl/BfXmtw

Quesada-Pallarès, C., Ciraso-Calí, A., Espona-Barcons, E., & Pineda-Herrero, P. (2014). Evaluación directa de la transferencia de la formación: estrategias e instrumentos de evaluación [Direct evaluation of transfer of training: evaluation strategies and tools]. In J. Gairín & A. Barrera, Organizaciones que aprenden y generan conocimiento (pp. 510-525). Madrid: Wolters Kluwer. ISBN (978-84-9987-165-3), Dipòsit legal (M-11983-2014). Indexed in: SPI (15^th), ICEE (17.061).

Ciraso-Calí, A., & Quesada-Pallarès, C. (2014). Evaluación indirecta de la transferencia de la formación: el caso del Instituto Asturiano de Administración Pública [Indirect evaluation of transfer of training: the case of the Asturian Public Administration Institute]. In J. Gairín & A. Barrera, Organizaciones que aprenden y generan conocimiento (pp. 526-536). Madrid: Wolters Kluwer. ISBN (978-84-9987-165-3), Dipòsit legal (M-11983-2014). Indexed in: SPI (15^th), ICEE (17.061).

Gegenfurtner, A., Quesada-Pallarès, C., & Knogler, M. (2014). Digital simulation-based training: a meta-analysis. British Journal of Educational Technology, 45(6), 1097-1114. Indexed in: SSCI (1.313; Q1 “Education & Educational Research), ABS (2*), EBSCO, ERA, ERIC, ERIH PLUS, SCOPUS, ISSN (0007-1013). DOI: 10.1111/bjet.12188.

Feixas, M., Fernández, A., Lagos, P., Quesada, C., & Sabaté, S. (2013). Factores Condicionantes de la Transferencia de la Formación Docente en la Universidad: un estudio sobre la Transferencia de las Competencias Docentes [Transfer Factors Determinants of Teacher Education at the University: a study on the Transfer of Teaching Skills]. Infancia y Aprendizaje, 36(3), 401-416. Indexed in: SSCI (0.603; Q4 “Psychology, Developmental” “Psychology, Educational”), ERIH PLUS, LATINDEX, SCOPUS, ISSN (0210-3702). DOI: 10.1174/021037013807533034.

Marques, P., & Quesada, C. (2013). Buenas prácticas para el uso didáctico de las aulas 2.0: formación, modelos didácticos, ventajas e inconvenientes [Good practices for classroom educational use 2.0: training, teaching models, advantages and disadvantages]. Educatio Siglo XXI, 31(1), 213-234. Indexed in: DICE, CARHUS PLUS+ 2010 (C), LATINDEX, ISSN (1699-2105).

Mas, O., Espona, B., Quesada, C., & Garcia, N. (2013). La formació als centres de treball: tendències de desenvolupament i factors d’èxit per l’eficàcia als cicles formatius [Training Centers: Development trends and success factors for Vocational Education effectiveness for]. Temps d’Educació, 44(1), 279-293. DICE, ERIH (NAT), CARHUS PLUS+ 2010 (B), LATINDEX, ISSN (0214-7351).

Pineda Herrero, P., & Quesada Pallarès, C. (2013). Evaluación de la transferencia de la formación continua mediante el modelo ETF de factores [Evaluation of transfer of continuing training through the ETF factor model]. Revista Iberoamericana de Educación, 61(1). Indexed in: CARHUS PLUS+ 2010 (B), LATINDEX, ISSN-L (1022-6508), ISSN (1681-5653). https://goo.gl/T4C2vV

Feixas Condom, M., & Quesada Pallarès, C. (2012). La cultura docente de los equipos de trabajo en la transferencia de la formación del profesorado en la universidad: hacia la creación de comunidades de práctica [The teaching culture of working teams on transfer of teacher training at the University: towards a creation of communities of practice]. In J. Gairín (Ed.), Gestión del conocimiento y desarrollo organizativo: formación y formación corporativa (CD: XVI_1). Madrid: Wolters Kluwer. ISBN (978-84-9987-059-5), Dipòsit legal (M-15497-2012).

Moreno, M.V., Quesada, C., & Pineda, P. (2010). El grupo de trabajo como método innovador de formación al profesorado para potenciar la transferencia del aprendizaje [The working group as an innovative method of teachers training to enhance transfer of learning]. Revista Española de Pedagogía, 246, mayo-agosto. Indexed in: SSCI (0.255; Q4 “Education & Educational Research), ERA, ERIC, ERIH PLUS, LATINDEX, SCOPUS, ISSN (0034-9461).