Alexa von Hagen
2024
2023
Ruiz, C., Kohnen, S., von Hagen, A., Kwok, F. Y., & Bull, R. (2023). Which domain-specific skills at the beginning of formal schooling predict later mathematical achievement? A systematic review and meta-analysis. Educational Research Review, 42, 100583. https://doi.org/10.1016/j.edurev.2023.100583
Cuadro, A., Costa-Ball, C. D., von Hagen, A., Silvera, G., Rosas, R., Escobar, J. P., & Lenhard, W. (2023). Adaptation and Validation of the German Reading Comprehension Test ELFE II for Spanish. Psychological Test Adaptation and Development (2023),4, 339–349. https://doi.org/10.1027/2698-1866/a000060
*Barboni, L., *von Hagen, A., Piñeyro, S., & Senabre, I. (2023). Predictive validity of the structured assessment of violence risk in youth (SAVRY) on the recidivism of juvenile offenders: A systematic review. Psychology, Crime & Law, 1–27. https://doi.org/10.1080/1068316X.2023.2214661
2022
May, F., Schaffer, G. E., Allen, K.-A., Berger, E., von Hagen, A., Hill, V., Morris, Z. A., Prior, S., Summers, D., Wurf, G., & Reupert, A. (2022). Perspectives of practicing school psychologists during COVID-19: A multi-country, mixed methods investigation. School Psychology International, 0(0). https://doi.org/10.1177/01430343221137716
2021
von Hagen, A., Müller, B., Sedlak, A., Bachmann, G., Herbert, J., & Büttner, G. (2021). Efficacy of Remote as Compared to In-Person School Psychological Services: a Rapid Systematic Evidence Review. Journal of Educational and Psychological Consultation. https://doi.org/10.1080/10474412.2021.1963267
Reupert, A., Schaffer, G. E., von Hagen, A., Allen, K. A., Berger, E., Büttner, G., Power, E. M., Morris, Z., Paradis, P., Fisk, A. K., Summers, D., Wurf, G., & May, F. (2021). The practices of psychologists working in schools during COVID-19: A multi-country investigation. School psychology (Washington, D.C.), 10.1037/spq0000450. Advance online publication. https://doi.org/10.1037/spq0000450
Müller, B., von Hagen, A., Vannini, N. & Büttner, G. (2021) Measurement of the Effects of School Psychological
Services: A Scoping Review. Frontiers in Psychology 12, 606228.
2020
von Hagen, A., Kohnen, S. & Stadie, N. (2020). Foreign language attainment of children/adolescents with poor literacy skills: A systematic review and meta-analysis. Educational Psychology Review, 1-30.
Balbi, A., von Hagen, A., Jimenez, J. E., & Cuadro, A. (2020). Eficacia de una intervención en alfabetización basada en la evidencia para niños hispanoparlantes con riesgo lector de niveles socioeconómicos vulnerables. [Efficacy of an evidence-based literacy intervention for Spanish speaking struggling readers from vulnerable socio-economic status] Electronic Journal of Research in Education Psychology, 18(50), 201-222.
2019
Balbi, A., von Hagen, A., Ruiz, C. & Cuadro, A. (2019). Precursores de la Competencia Lectora Inicial en Escolares Hispanoparlantes de Nivel Socioeconómico Vulnerable [Precursors of Early Reading Competence in Spanish-Speaking Children from Vulnerable Backgrounds]. PSYKHE, 1-15
2018
Balbi, A., von Hagen, A., Ruiz, C. & Cuadro, A. (2018). Revisión sistemática sobre intervenciones en alfabetización temprana: implicancias para intervenir en español. [Systematic review on early literacy interventions: implications for interventions on Spanish]. Revista Latinoamericana de Psicología, 50(1), 31-48.
2017
Cuadro, A., von Hagen, A., & Costa, D. (2017). Procedural differences in the calculation of the prevalence of reading difficulties in Spanish-speaking school children. Estudios de Psicología, 38:1, 169-197, doi: 10.1080/02109395.2016.1268388
von Hagen, A., Cuadro, A. & Giloca, V. (2017). La construcción de los hechos numéricos básicos: sexo, curso y nivel socioeconómico del alumno. [The construction of math facts: influence of the student´s sex, school year and socioeconomic status]. Ciencias Psicológicas, 11(1): 67-76.
2013
Cuadro, A.; Costa Ball, D.; Palombo, A.L. & von Hagen, A. (2013). Propiedades psicométricas de una prueba experimental de dictado de palabras para la evaluación de la ortografía en escolares uruguayos. [Psychometric properties of an experimental test of spelling to dictation to assess orthography in Uruguayan primary school students]. Ciencias Psicológicas, 1, 57 – 68.