Jaime Le贸n

Ruiz-Alfonso, Z., Le贸n, J., Santana-Vega, L., & Gonz谩lez, C. (2021). Teaching Quality: An Explanatory Model of Learning in Secondary Education. Psicolog铆a Educativa, 27(1), 67-76. doi: 10.5093/psed2020a18

Fin, G., Moreno-Murcia, J. A., Le贸n, J., Baretta, E., & J煤nior, R. J. N. (2019). Interpersonal autonomy support style and its consequences in physical education classes. PLOS ONE, 14(5), e0216609. doi: 10.1371/journal.pone.0216609

N煤帽ez, J. L., & Le贸n, J. (2019). Determinants of classroom engagement: a prospective test based on self-determination theory. Teachers and Teaching, 25(2), 147-159. doi: 10.1080/13540602.2018.1542297

Ruiz-Alfonso, Z., & Le贸n, J. (2019). Teaching quality: relationships between passion, deep strategy to learn, and epistemic curiosity. School Effectiveness and School Improvement, 30(2), 212-230. doi: 10.1080/09243453.2018.1562944

Nu帽ez, J. L., & Le贸n, J. (2018). Testing the relationships between global, contextual, and situational motivation: A longitudinal study of the horizontal, top-down, and bottom-up effects. Journal of Psychodidactics, 23(1), 9-16. doi: 10.1016/j.psicod.2017.07.003

Le贸n, J., Medina-Garrido, E., & Ortega-Viera, M. (2018). Teaching quality: High school students鈥 autonomy and competence. Psicothema, 30(2), 218-223. doi: 10.7334/psicothema2017.23

Ruiz-Alfonso, Z., & Le贸n, J. (2017). Passion for math: Relationships between teacher emphasis on the usefulness of class contents, motivation, and grade. Contemporary Educational Psychology, 51, 284-292. doi: 10.1016/j.cedpsych.2017.08.010

Le贸n, J., & Liew, J. (2017). Profiles of adolescents麓 peer and teacher relatedness: Well-being and academic achievement. Learning and Individual Differences, 54, 41-50. doi: 10.1016/j.lindif.2017.01.009

Le贸n, J., Medina-Garrido, E., & N煤帽ez, J. L. (2017). Teaching quality in math class: The development of a scale and the analysis of Its relationship with engagement and achievement. Frontiers in Psychology, 8(895) doi: 10.3389/fpsyg.2017.00895

N煤帽ez, J. L., & Le贸n, J. (2016). The mediating effect of intrinsic motivation to learn on the relationship between student麓s autonomy support and vitality and deep learning. Spanish Journal of Psychology, 19, 1-8. doi: 10.1017/sjp.2016.43

Le贸n, J., N煤帽ez, J. L., Alfonso-Ruiz, Z., & Bord贸n, B. (2015). Music academic performance: Effect of intrinsic motivation and critical thinking. Journal of Psychodidactics, 20(2), 377-391. doi: 10.1387/RevPsicodidact.12673

N煤帽ez, J. L., Fern谩ndez, C., Le贸n, J., & Grijalvo, F. (2015). The relationship between teacher麓s autonomy support and students麓 autonomy and vitality. Teachers and Teaching: Theory and Practice, 21(2), 191-202. doi: 10.1080/13540602.2014.928127

N煤帽ez, J. L., & Le贸n, J. (2015). Autonomy support in the classroom: A review from the Self-Determination theory. European Psychologist, 20(4), 275-283. doi: 10.1027/1016-9040/a000234

Mart铆n-Albo, J., Lombas, A. S., Jim茅nez, T. I., Valdivia-Salas, S., N煤帽ez, J. L., & Le贸n, J. (2015). The mediating role of relatedness between repair and loneliness: A preliminary model in high school students. Journal of Happiness Studies, 16(5), 1131-1148. doi: 10.1007/s10902-014-9550-3

Le贸n, J., N煤帽ez, J. L., & Liew, J. (2015). Self-determination and STEM education: Effects of autonomy, motivation, and self-regulated learning on high school math achievement. Learning and Individual Differences, 43, 156-163. doi: 10.1016/j.lindif.2015.08.017

Le贸n, J., & N煤帽ez, J. L. (2013). Causal ordering of basic psychological needs and well-Being. Social Indicators Research, 114(2), 243-253. doi: 10.1007/s11205-012-0143-4