Artículos científicos
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(15), 6506. https://doi.org/10.3390/ijerph20156506
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
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
Llorent, V. J., Seade-Mejía, C., & Vélez-Calvo, X. (2023). Lockdown, cyberhate, and protective factorofsocial-emotional and moral competencies inPrimary Education. Comunicar, 31(77), 105-114. https://doi.org/10.3916/C77-2023-09
Jimenez-Arriaga, K., Llorent, V. J., & Miranda, D. A. (2023) Social-emotional skills, bullying and cyberbullying in Mexican adolescents. International Journal of Education and Social Science Reseach, 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
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
Zych, I., & Llorent, V. J. (2023). Bias-based cyberbullying in spanish adolescents and its relation to social and emotional competencies and technology abuse. The Journal of Early Adolescence, 43(1), 37-58. https://doi.org/10.1177/02724316211020365
Núñez-Flores, M., y 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/h3gz
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
Caballero, 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. A two-year quasi-experimental study. Revista de Psicodidáctica (English ed.).
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, 35-44. https://doi.org/10.1016/j.psicod.2020.11.002
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
Llorent, V. J., Díaz-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
Llorent, V. J., Zych, I. & Varo-Millán, J. C. (2020). Las competencias socioemocionales en el profesorado universitario en España. Educación XXI, 23, 297-318. https://doi.org/10.5944/educxx1.23687
Llorent, V. J., González-Gómez, A., Farrington, D. P. & Zych, I. (2020). Social and emotional competencies and empathy as predictors of literacy competence. Psicothema 32, 47-53. https://doi.org/10.7334/psicothema2019.106
Zych, I., & Llorent, V. J. (2021). Bias-Based Cyberbullying in Spanish Adolescents and Its Relation to Social and Emotional Competencies and Technology Abuse. The Journal of Early Adolescence, Special Issue, 1-22. https://doi.org/10.1177/02724316211020365
Llorent, V.J., Zych, I. & Varo-Millán, J. C. (2020). University academic personnel’s vision of inclusive education in Spanish universities (La visión del profesorado sobre la Educación Inclusiva en la Universidad en España). Culture and Education 1, 1-14. https://doi.org/10.1080/11356405.2019.1705593
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, 104647. https://doi.org/10.1016/j.childyouth.2020.105144
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. The European Journal of Psychology Applied to Legal Context, 12, 85-92. https://doi.org/10.5093/ejpalc2020a10
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
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, 1-32. https://doi.org/10.1016/j.childyouth.2020.105337
Hong, J.S., Song, E., Llorent, V. J., Patel, S., & Voisin, D.R. (2020). Can Adult Care Diminish the Effects of Friends’ Assaultive Behaviors on Bullying Perpetration Among African American Youth? Journal of Aggression, Maltreatment & Trauma 29, 242-258. DOI: https://doi.org/10.1080/10926771.2018.1552223
Zych, I., Gómez-Ortiz, O., Touceda, L. F., Nasaescu, E., & Llorent, V. J. (2019). 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.
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. ISSN: 1467-8624. http://doi.org/10.1111/cdev.13195
Zych, I., & Llorent, V. J. (2019). Affective Empathy and Moral Disengagement Related to Late Adolescent Bullying Perpetration. Ethics & Behavior, 29, 547-556.
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, 25,187-208. http://dx.doi.org/10.22185/24487147.2019.99.08
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
Castillo, I., Llorent, V. J., Salazar, L., y Álamo, M. (2018). Lenguaje, diversidad cultural y currículo. El docente indígena como alfabetizador en contextos bilingües wayuu. Perfiles Educativos, 40(162), 54–67. https://bit.ly/3gOTnMn SJR
Llorent, V. J. y Álamo, M. (2018). Utrecht-Management of Identity Commitments Scale: Validation in Spanish university students. Frontiers in Psychology, 9,1–5. https://doi.org/gd3m9w JCR
López-Meneses, E., Llorent V. J., y 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. TE & ET: Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 19, 34–40. https://bit.ly/3KzpcI5
Medina-Ferrer, B., y Llorent, V. J. (2017). La educación permanente en los organismos internacionales y las nuevas concepciones. HumanArtes. Revista Electrónica de Ciencias Sociales y Educación, 5(10), 103-121. https://bit.ly/3s84Qiy
Llorent, V. J. y Álamo, M. (2016). Attitudes toward cultural diversity of students in Grade of Primary Education Teacher. Analysis between the first and the last academic year. Cadmo, 24(2), 91–101. https://bit.ly/49cu1UA
Llorent, V. J. y Álamo, M. (2016). Escala de actitudes hacia la diversidad cultural (ADC) para los futuros docentes. Revista Opción, 32(11), 832–841. https://bit.ly/3uuLlVO
Ruiz-Calzado, I. y Llorent, V. J. (2016). El Burnout en los profesionales de la educación que trabajan con personas con discapacidad en Córdoba (España). Influencia de las variables laborales. Educación XXI, 21(2),373–393. https://doi.org/g8qn
Llorent. V. J., Ruiz-Calzado, I., y Varo-Millán, J.-C. (2016). Indicadores del buen docente en base a la inteligencia emocional. La formación universitaria en educación inclusiva. Revista Sonda, 5, 72–91. https://doi.org/mght
Libros
Caballero, M. (2023). Es bueno saber aprender. Técnicas de estudio para adolescentes desde la NEUROEDUCACIÓN Volumen I. Ordena tu cerebro, ordena tus tareas. Madrid. Pirámide.
Caballero, M., Cabrera, M. D. M. G., & Llorent, V. J. (2021). Hacer de la neuroeducación el arte de enseñar: Pensar y sentir para desarrollar las competencias clave. Ediciones Pirámide.
Llorent, V. J. (2019) (Coord.). Planificación e innovación en Educación Primaria. Fundamentos para la elaboración de programaciones y unidades didácticas. Madrid. Pirámide.
Caballero, M. (2019). Neuroeducación en el currículo. Cómo enseñar en el aula inclusiva. Madrid. Pirámide.
Llorent, V. J. Y Torres, J. (Coord.) (2018). Innovación docente en el Grado de Educación Primaria. Acercando la realidad escolar a las aulas universitarias. Madrid. Octaedro.
Zych, I., Farrington, D., Llorent, V. J., Y Ttofi, M. M. (2017). Protecting children against bullying and its consequences. New York: Springer.
Caballero, M. (2017). Neuroeducación de profesores y para profesores. De profesor a maestro de cabecera. Madrid. Pirámide.