Luís Álvarez Pérez
About
In The Last Decade
Luís Álvarez Pérez
36 papers receiving 247 citations
Peers
Comparison fields: 5 of 57
- Education 220
- Social Psychology 129
- Developmental and Educational Psychology 50
- Information Systems 45
- Experimental and Cognitive Psychology 41
Countries citing papers authored by Luís Álvarez Pérez
This map shows the geographic impact of Luís Álvarez Pérez's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Luís Álvarez Pérez with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Luís Álvarez Pérez more than expected).
Fields of papers citing papers by Luís Álvarez Pérez
This network shows the impact of papers produced by Luís Álvarez Pérez. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Luís Álvarez Pérez. The network helps show where Luís Álvarez Pérez may publish in the future.
Co-authorship network of co-authors of Luís Álvarez Pérez
This figure shows the co-authorship network connecting the top 25 collaborators of Luís Álvarez Pérez. A scholar is included among the top collaborators of Luís Álvarez Pérez based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Luís Álvarez Pérez. Luís Álvarez Pérez is excluded from the visualization to improve readability, since they are connected to all nodes in the network.
All Works
| # | Work | Indexed citations |
|---|---|---|
| 1 | Propiedades psicométricas de la Escala de Funcionamiento Ejecutivo para profesorado (EFE-P) | 2 |
| 2 | TDAH y el solapamiento con las Dificultades de Aprendizaje en escritura | 1 |
| 3 | La formación de los futuros docentes frente a la violencia escolar | 35 |
| 4 | Efectos sobre la conflictividad escolar de un programa de educación en resolución de conflictos en tutoría | 5 |
| 5 | El cociente intelectual y el género como factores mediadores en el trastorno por déficit de atención con hiperactividad y las dificultades de aprendizaje | 5 |
| 6 | Multimodal intervention programme for the improvement of attention deficits | 1 |
| 7 | Estudio del nivel de violencia escolar en siete centros asturianos de Educación Secundaria | 22 |
| 8 | Cómo explicar tanto fracaso en el aprendizaje de las matemáticas | 2 |
| 9 | El manejo de la conflictividad en los centros mediante la aplicación de programas integrados | 4 |
| 10 | Estrategias de aprendizaje, género y rendimiento académico | 13 |
| 11 | Atención y activación | 3 |
| 12 | Comprensión de problemas aritméticos en alumnos con y sin éxito | 3 |
| 13 | La psicología de la educación : una disciplina aplicada | 1 |
| 14 | El cuestionario de metas académicas (CMA): un instrumento para la evaluación de la orientación motivacional de los alumnos de Educación Secundaria | 6 |
| 15 | AUTOCONCEPTO Y SU RELACIÓN CON LA ALINEACIÓN DE LOS EJES VISUALES | 0 |
| 16 | Componentes de la motivación : evaluación e intervención académica | 7 |
| 17 | ESTRATEGIAS DE APRENDIZAJE, AUTOCONCEPTO Y RENDIMIENTO ACADÉMICO | 72 |
| 18 | DIFICULTADES EN LA ADQUISICIÓN DEL PROCESO LECTOR | 1 |
| 19 | Alumnos con necesidades educativas especiales | 8 |
| 20 | Fundamentación psicológica para un modelo instruccional | 0 |
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.