ORCID: https://orcid.org/0000-0002-3139-508X

Publicaciones

Pérez-Salas, C., Chávez-Castillo, Y., & Zañartu, I. (2026). Co-enacted agency as a pathway for cognitive development in contexts of severe motor disability. New Ideas in Psychology, 82, 101251. 10.1016/j.newideapsych.2026.101251  (Wos)

Robles-Campos, A., Chávez-Castillo, Y., Zañartu, I., Arias, A. M., Muñoz, C., Guzmán, J., … & Zapata-Lamana, R. (2026). Effects of a Video-Guided Active Break Programme on the Self-Esteem and Socio-Emotional Well-Being of Schoolchildren with Special Educational Needs: Active Classes Project. Behavioral Sciences, 16(3), 459. https://doi.org/10.1016/j.newideapsych.2026.101251 (Wos)

Pérez-Salas, C., Rodríguez-Díaz, V., Fredricks, h., Wang, M.T., Cumsille, P. & Zañartu, I. (2025). Psychometric Properties and Measurement Invariance of the Multidimensional School Engagement Scale A Comparative Study of Chilean and U.S. Students. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000935 (WoS Q1)

Zañartu, I., Pérez-Salas, C. & Chávez-Castillo, Y. (2025). Academic Performance and its predictors in students on the autism spectrum: a narrative review, International Journal of Diversity in Education, 26(1), 277-303. https://doi.org/10.18848/2327-0020/CGP/v26i01/277-303 (Scopus)

Zañartu, I. & Pérez-Salas C. (2025). Involucramiento parental durante el COVID-19 y su relación con el compromiso escolar de estudiantes de último año de secundaria. Revista Brasileira de Educação, 30, e300034, https://doi.org/10.1590/S1413-24782025300034 (Scopus)

Zañartu, I., & Chávez-Castillo. Y. (2025). Análisis Documental de la Ley TEA Chilena: Contradicciones Conceptuales, Aspiraciones Diagnósticas y Oportunidades para la Inclusión de Personas en el Espectro Autista. Revista Latinoamericana de Educación Inclusiva, 19(1), 99-113. https://doi.org/10.4067/S0718-73782025000100099 (Scielo)

Araya Navarro, S., Urrutia, M., Chávez-Castillo, Y., Zañartu, I., & Zapata-Lamana, R. (2025). Impact of Emotional Education programs in the development of emotional competence in secondary students: A scoping review. Encyclopaideia, 29(72), 1–16. https://doi.org/10.60923/issn.1825-8670/21753 (Scopus)

Morales, V., Pérez-Salas, C. P., & Zañartu, I. (2025). Influence of The Teacher-student Relationship and School Participation on the Engagement of Adolescent Students with and Without Autism Spectrum Disorder. International Journal of Special Education, 40(1), 93–105. https://doi.org/10.52291/ijse.2025.40.8 (Scopus)

Pérez-Salas C., Zañartu, I., Chávez, Y. & Rodríguez, V. (2025). Impacto del compromiso escolar percibido en el burnout docente: el rol mediador del enfado y moderador de la relación docente-estudiante. Revista Española de Pedagogía 83, 417-435. https://doi.org/10.22550/2174-0909.4460 (WoS Q3)

Valencia-Pacheco, M. A., Reyes-Molina, D., Robles-Campos, A., Cigarroa, I., Chávez-Castillo, Y., Zañartu, I., … Arias Palencia, N. (2025). Escolares que no juegan en casa presentan una menor autoestima: resultados del estudio multicéntrico Clases Activas Chile. Retos, 69, 523–534. https://doi.org/10.47197/retos.v69.114371 (Scopus)

Zañartu, I. & Pérez-Salas, C. (2023). The teacher-student relationship: A comparative study of the report of students with autism spectrum disorder and typical development. International Journal of Special Education, 38(2), 165-175. https://doi.org/10.52291/ijse.2023.38.31 (Scopus)

Zañartu, I. & Pérez-Salas, C. (2023). Los efectos negativos del uso de la etiqueta de superdotación: Una revisión narrativa. Revista Brasileira de Educação Especial, 29, e0002. https://doi.org/10.1590/1980-54702023v29e0002 (Scopus)

Reyes-Molina, D., Zapata-Lamana, R., Bustos, C., Mella-Norambuena, J., Zañartu, I., Chávez-Castillo, Y., Gajardo-Aguayo, J., Castillo-Carreño, A., Cabezas, M.-F., Castillo Riquelme, V., Reyes-Amigo, T., Cigarroa, I., & Nazar, G. (2025). Adaptation and Psychometric Properties of the Behavioral Regulation in Exercise Questionnaire (BREQ-3) for Motivation Towards Incidental Physical Activity. Behavioral Sciences, 15(2), 114. https://doi.org/10.3390/bs15020114 (WoS Q2)

Pérez-Salas, C. P., Parra, V., Sáez, F., Ramírez, P., and Zañartu, I. (2023) Self-administered versus read aloud questionnaires: Quasi-experimental study in students with and without learning disabilities. International Journal of Developmental Disabilities, 1-12. https://doi.org/10.1080/20473869.2023.2243414 (WoS Q2)

Chávez-Castillo, Y., Pérez-Salas, C., Zañartu, I., Nazar, G., Cigarroa, I., & Zapata-Lamana, R. (2024). Adaptation and Psychometric Analysis of the Scale of Attitudes Towards People with Disabilities (EAPCD) in Work Contexts in Chile. Disabilities, 4(4), 1105-1120. https://doi.org/10.3390/disabilities4040069 (Scopus)

Sáez, F., Parra, V., Ramírez, P., Zañartu, I. (2023). A systematic review of methodological aspects of student engagement on quantitative research in secondary students. Interdisicplinaria, 40(2), 41-57 . https://doi.org/10.16888/interd.2023.40.2.3 (Scopus)

Capítulo de Libro

Chávez, Y., Zañartu, I. & Pérez-Salas (2024). Inclusión laboral de personas con Síndrome de Down: Experiencias en un servicio de comida inclusiva en la Región del Biobío, Chile. en Fuica, P., Maluenda, J. & Moraga-Villablanca, F. (Eds). Inclusión de Personas en Situación de Discapacidad. Una Aproximación Desde La Interseccionalidad. Corporación Pensar. (publicado).