Fernando Núñez‐Regueiro - Publications, H-index & Citations

Fernando Núñez‐Regueiro

contextual learning research laboratory (larac)

8H指数

59论文数

254被引数

收录论文 19

发表时间

On Model Interpretability and Time-Reversal Testing in Analyses of Reciprocal Effects: Clarifying Modeling Issues in Sorjonen et al.’s (2025a, 2025b) Commentaries 关于模型可解释性与时间反转检验在互惠效应分析中的应用：阐明Sorjonen等人（2025a, 2025b）评论中的建模问题

Educational Psychology Review

IF8.8

2026-05-26

OAAI

Fernando Núñez-Regueiro; Herbert W. Marsh; Reinhard Pekrun; Oliver Lüdtke; Jiesi Guo

I Feel Competent, Therefore I Am: Self-concept and Skill Interact at Different Speeds 我感到有竞争力，因此我就是：自我概念和技能以不同速度相互作用

Educational Psychology Review

IF8.8

2026-04-11

OAAI

Fernando Núñez-Regueiro; Herbert W. Marsh; Pascal Bressoux; Anatolia Batruch; Marinette Bouet; Marco Bressan; Genavee Brown; Fabrizio Butera; Anthony Cherbonnier; Céline Darnon; Marie Demolliens; Anne-Laure de Place; Olivier Desrichard; Luc Goron; Brivael Hémon; Pascal Huguet; Eric Jamet; Vincent Mazenod; Nathalie Mella; Estelle Michinov; Nicolas Michinov; Nana Ofosu; Laurine Peter; Céline Poletti; Isabelle Régner; Mathilde Riant; Anaïs Robert; Ocyna Rudmann; Camille Sanrey; Arnaud Stanczak; Farouk Toumani; Emilio Paolo Visintin; Pascal Pansu

Modeling demands-resources fit in teacher education using open-ended data: a methodological-substantive synergy 使用开放式数据对教师教育中的需求-资源匹配进行建模：一种方法论-实质性协同

Education and Information Technologies

IF5.4

2025-10-06

PREAI

Fernando Núñez-Regueiro; Samuel Falcon; Pascal Bressoux

The teaching motivation paradox: A systematic review and content analysis of candidate teachers’ motivations across cultures and time 教学动机悖论：一项关于候选教师动机在跨文化和时间维度上的系统综述与内容分析

Social Psychology of Education

IF3.2

2025-08-26

PREAI

Fernando Núñez-Regueiro; Helen M. G. Watt; Paul W. Richardson; Nadia Leroy; Anne Suryani

The Reciprocal Effects Model is Robust to Alternative Modeling Specifications: A Response to Sorjonen et al., 2025 互惠效应模型对替代建模规范具有稳健性：对Sorjonen et al., 2025的回应

Educational Psychology Review

IF8.8

2025-08-04

PREAI

Fernando Núñez-Regueiro; Herbert W. Marsh; Reinhard Pekrun; Oliver Lüdtke; Jiesi Guo

Relaciones recíprocas entre los mensajes docentes que promueven el compromiso y la motivación del alumnado 教师传递的促进学生学习投入和动机的信息之间的相互关系

Revista de Psicodidáctica

IF3.3

2025-06-17

PREAI

Jaime León; Fernando Núñez-Regueiro; Elisa Santana-Monagas

How teacher autonomy support and student creativity jointly contribute to self-regulated learning: a dynamic, person-environment fit perspective 教师自主支持与学生创造力如何共同促进自我调节学习：一种动态的、人与环境匹配的视角

Thinking Skills and Creativity

IF4.5

2025-06-07

OAAI

Fernando Núñez-Regueiro; Nicolas B. Verger; Pascal Bressoux; Anatolia Batruch; Marinette Bouet; Marco Bressan; Genavee Brown; Fabrizio Butera; Anthony Cherbonnier; Céline Darnon; Marie Demolliens; Anne-Laure de Place; Olivier Desrichard; Luc Goron; Brivael Hémon; Pascal Huguet; Eric Jamet; Vincent Mazenod; Nathalie Mella-Barraco; Estelle Michinov; Nicolas Michinov; Nana Ofosu; Laurine Peter; Céline Poletti; Isabelle Régner; Mathilde Riant; Anaïs Robert; Ocyna Rudmann; Camille Sanrey; Arnaud Stanczak; Farouk Toumani; Emilio Paolo Visintin; Pascal Pansu

Does need satisfaction reflect positive needs-supplies fit or misfit? A new look at autonomy-supportive contexts using cubic response surface analysis 需求满足是否反映了积极的需求-供应适合还是不适合？使用立方响应面分析对自治支持上下文的新看法

SOCIAL PSYCHOLOGY OF EDUCATION

IF3.2

2025-01-29

PREAI

Nunez-Regueiro, Fernando; Juhel, Jacques; Wang, Ming-Te

Does motivation lead to academic success, or conversely? Reciprocal relations between autonomous and controlled motivation, and mathematics achievement 动机是否导致学业成功，或反之？自主动机和控制动机与数学成绩之间的相互关系

british journal of educational technology

IF3.6

2025-01-17

OAAI

Elisa Santana-Monagas; Fernando Núñez-Regueiro; Juan L. Núñez