Fernández-Espínola, C.; Almagro, B.J.; Tamayo-Fajardo, J.; Paramio-Pérez, G.; Saénz-López, P. (2022). Effects of interventions based on achievement goals and self-determination theories on the intention to be physically active of physical education students: A systematic review and meta-analysis. Sustainability, 14, 15019. https://doi.org/10.3390/su142215019 

Fierro-Suero, S., J. Almagro, B., S. Becker, E., & Sáenz-López, P. (2022). Basic Psychological Needs, Class-related Emotions and Satisfaction with Life in Spanish Teachers. International Journal of Educational Psychology, 11(2). https://doi.org/10.17583/ijep.9106  (SJR Q2 Education 0,39; Emerging Sources Citation Report; Dianet métricas C1 en Educación y Psicología).

Fierro-Suero, S.; Fernández-Ozcorta, E.J.; Sáenz-López, P. (2022). Students’ motivational and emotional experiences in physical education across profiles of extracurricular physical activity: The influence in the intention to be active. Int. J. Environ. Res. Public Health, 19, 9539 (ISSN 1660-4601)

Special Issue: New Trends in Psychosocial Dimensions of Physical Activity. Impact factor: 4,614. JCR category rank: 112/250 (Q2) in ‘Environmental Sciences’ (SCIE); 67/185 (Q2) in ‘Public, Environmental & Occupational Health’ (SCIE); 38/162 (Q1) in ‘Public, Environmental & Occupational Health’ (SSCI). https://doi.org/10.3390/ijerph19159539 

Fierro-Suero, S., Saénz-López, P., Carmona, J., & Almagro, B. (2022). Achievement emotions, intention to be physically active and academic performance in physical education: Gender differences. Journal of Teaching in Physical Education, Advance online publication. https://doi.org/https://doi.org/10.1123/jtpe.2021-0230