{"id":62,"date":"2025-11-13T14:30:43","date_gmt":"2025-11-13T13:30:43","guid":{"rendered":"https:\/\/climatepsychologylab.eu\/?page_id=62"},"modified":"2026-03-01T18:07:40","modified_gmt":"2026-03-01T17:07:40","slug":"articulos","status":"publish","type":"page","link":"https:\/\/climatepsychologylab.eu\/eng\/articulos\/","title":{"rendered":"PAPERS"},"content":{"rendered":"
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Research Papers<\/em><\/strong><\/h2>\n<\/div><\/div>\n\n\n\n

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2026<\/h2>\n\n\n\n

D\u00edaz-Silveira, C., Vecina, M. L., Alonso-Ferres, M., & Burgos, F. (2026, febrero). Climate emergency and citizenship: what drives us (and what holds us back)<\/em>. Social Observatory of the Foundation \"la Caixa<\/a>\u201d.<\/p>\n\n\n\n

2025<\/h2>\n\n\n\n

D\u00edaz-Silveira, C., Latorre, F., Ganitsky-Chemby, P., Burgos-Juli\u00e1n, F., & Vecina, M. L. (2025). Climate emergency coping scale: Development and validation of a multidimensional scale<\/em>. Frontiers in Psychology, 16:1665867. https:\/\/doi.org\/10.3389\/fpsyg.2025.1665867<\/a><\/p>\n\n\n\n

Ferrari, E., Whitmarsh, L., Haggar, P., Mitev, K., & Lowe, A. (2025). Who is taking climate action in university? Drivers of personal and professional climate action in higher education. International Journal of Sustainability in Higher Education, 26<\/em>(9), 18\u201335. https:\/\/doi.org\/10.1108\/IJSHE-08-2023-0392<\/a><\/p>\n\n\n\n

Ferrari, E. et al.<\/em> (2025). Can Climate Anxiety and Awareness Drive Academic Behaviour in Higher Education?. In: Leal Filho, W., Trevisan, L.V., Pace, P.J., Mifsud, M. (eds) Education for Sustainable Development: The Contribution of Universities. World Sustainability Series. Springer, Cham. https:\/\/doi.org\/10.1007\/978-3-031-86985-3_4 <\/a><\/p>\n\n\n\n

L\u00f3pez-Garc\u00eda, L., Latorre, F., Vecina, M. L., & D\u00edaz-Silveira, C. (2025). What drives pro-environmental behavior? Investigating the role of eco-worry and eco-anxiety in young adults. Sustainability, 17<\/em>(10), 4543. https:\/\/doi.org\/10.3390\/su17104543<\/a> <\/p>\n\n\n\n

Vecina, M. L., Alonso-Ferres, M., & D\u00edaz-Silveira, C. (2025). Eco-anxiety or simply eco-worry? Incremental validity study in a representative Spanish sample. Frontiers in Psychology, 16.<\/em> https:\/\/doi.org\/10.3389\/fpsyg.2025.1560024<\/a> <\/p>\n\n\n\n

2024<\/h2>\n\n\n\n

Ajuriaguerra, M. \u00c1., Illanes, AR, & L\u00f3pez, A. (2024). Regeneration of the urban landscape and collective identity in the neighborhoods of Madrid's industrial dismantling: The case of San Crist\u00f3bal. In XI Internacional G+I PAI Seminar<\/em> (Vol. 11, pp. 1\u201324). Universidad Polit\u00e9cnica de Madrid. <\/a><\/p>\n\n\n\n

Ballegeer, A. M., Ferrari, E., Corrochano, D., & Ruiz, C. (2024). The role of knowledge, attitude, and emotions in Spanish pre-service teachers\u2019 willingness to engage in climate change education. European Journal of Teacher Education<\/em>, 1\u201319. https:\/\/doi.org\/10.1080\/02619768.2024.2370885<\/a><\/p>\n\n\n\n

Capit\u00e1n, E. (2024). Contribution of Consumer Law to the prevention of food waste. Journal of Agrarian and Food Law, 40(84).<\/em> 40(84). <\/p>\n\n\n\n

Ferrari, E., Ballegeer, A. M., Corrochano, D., Fuertes, M. A., Herrero Teij\u00f3n, P., Delgado Mart\u00edn, M. L., … & Ruiz, C. (2024). Improvement of attitudes and skills using a MOOC about the basic science of climate change. Humanities and Social Sciences Communications, 11<\/em>(1), 1\u201312. <\/p>\n\n\n\n

Ferreira-Corchero, R., Ballegeer, A. M., & Ruiz, C. (2024, October). Educational tools to develop climate literacy among school students: Science On a Sphere. In International Conference on Technological Ecosystems for Enhancing Multiculturality<\/em> (pp. 1040\u20131049). Singapore: Springer Nature Singapore. <\/p>\n\n\n\n

Fuertes-Prieto, M. \u00c1., Ferrari, E., Eugenio-Gozalbo, M., & Ruiz, C. (2024). Concerned or skeptical? Spanish preservice teachers\u2019 emotions about climate change and their relationship to their climate change competence. International Research in Geographical and Environmental Education,<\/em> 1\u201317. <\/p>\n\n\n\n

L\u00f3pez-Garc\u00eda, L. & Pasca, L (2024). Nature connectedness taking into account its negative elements. International Journal of Social Psychology<\/em>. https:\/\/doi.org\/10.1177\/02134748241277135 <\/a><\/p>\n\n\n\n

M\u00e9ndez, CR, & L\u00f3pez, RS (2024). Risks and realities: Extreme weather events in Spain. In Climate risk, social conditions and adaptation and response actions to extreme events<\/em> (pp. 9\u201322). FUHEM Ecosocial. <\/p>\n\n\n\n

Ortega-Quevedo, V., L\u00f3pez-Luengo, M. A., Ferrari, E., & Ruiz, C. (2024). Evaluating climate change competence in pre-teens: Instrument development and validation. Journal of Environmental Psychology, 96,<\/em> 102329. <\/p>\n\n\n\n

Vecina, M. L., Alonso-Ferres, M., L\u00f3pez-Garc\u00eda, L., & D\u00edaz-Silveira, C. (2024). Eco-anxiety and trust in science in Spain: Two paths to connect climate change perceptions and general willingness for environmental behavior. Sustainability, 16,<\/em> 3187. https:\/\/doi.org\/10.3390\/su16083187<\/a> <\/p>\n\n\n\n

2023<\/h2>\n\n\n\n

Capit\u00e1n, E. (2023). The role of corporate civil liability in sustainability: The proposed Due Diligence Directive. In Corporate Law and Sustainability.<\/em>. La Ley. <\/p>\n\n\n\n

Capit\u00e1n, E. (2023). Regulatory framework of civil liability at the service of the ecological and digital transition. Cuadernos de Derecho Privado, 6.<\/em> <\/p>\n\n\n\n

Del \u00c1lamo G\u00f3mez, N., & M\u00e9ndez, CR (2023). Displaced persons, migrants or refugees?: An approach to the concept of human mobility for climate reasons. In The mainstreaming of equality in the achievement of the Sustainable Development Goals<\/em> (pp. 129\u2013141). Atelier. <\/p>\n\n\n\n

Reyes-Carrasco, P. M., Ferrari, E., Ruiz M\u00e9ndez, C., & Barr\u00f3n Ruiz, A. (2023). Bottom-up approach: The participation of Fridays For Future in the climate emergency declaration in the University of Salamanca. International Journal of Sustainability in Higher Education, 24<\/em>(4), 948\u2013968. <\/p>\n\n\n\n

2022<\/h2>\n\n\n\n

Bahena, MHR, & M\u00e9ndez, CR (2022). Education and climate action: SDG 13, an immediate challenge for humanity. Los ODS,<\/em> 213. <\/p>\n\n\n\n

Capit\u00e1n, E. (2022). The implementation of responsible consumption and production as a sustainable development goal. La Ley Mercantil,<\/em> 21. <\/p>\n\n\n\n

Corrochano, D., Ferrari, E., L\u00f3pez-Luengo, M. A., & Ortega-Quevedo, V. (2022). Educational gardens and climate change education: An analysis of Spanish preservice teachers\u2019 perceptions. Education Sciences, 12<\/em>(4), 275. <\/p>\n\n\n\n

Ferrari, E., Mart\u00ednez-Abad, F., & Ruiz, C. (2022). Examining the relationship between the dimensions of the Climate-Change Competence (C3): Testing for mediation and moderation. Sustainability, 14<\/em>(3), 1895. <\/p>\n\n\n\n

Fuertes Prieto, M. \u00c1., Ferrari Lagos, E. R., Andr\u00e9s S\u00e1nchez, S., Corrochano Fern\u00e1ndez, D., Ballegeer, A. M. C., Delgado Mart\u00edn, M. L., … & Ruiz M\u00e9ndez, C. (2022). Using mathematics to know how to teach climate change to pre-service teachers: Is knowledge enough? European Journal of Teaching and Education, 4<\/em>(3), 49\u201355. <\/p>\n\n\n\n

2021<\/h2>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1. (2021). Citizen assemblies for the climate: Why are they fundamental?<\/em> The Conversation. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1. (2021). Counterculture, communes and climate change.<\/em> In El sue\u00f1o de la revoluci\u00f3n social<\/em> (pp. 205\u2013222). Comares. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1. (2021). From counterculture in Spain to environmental protest and its association with Basque terrorism<\/em> In De la beat generation al movimiento punk<\/em> (pp. 239\u2013275). Silex. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1. (2021). Urban green spaces promote a more sustainable, connected and egalitarian citizenry.<\/em> The Conversation. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1. (2021). A second life for city landfills.<\/em> The Conversation. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1., & Francia Ferrero, R. (2021). Urban gardens as an opportunity for the socio-economic development of southeastern Madrid. In Avances en educaci\u00f3n superior e investigaci\u00f3n<\/em> (Vol. 2, p. 370). Dykinson. <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1., & Ram\u00edrez Saiz, A. (2021). Environmental restoration strategy in the southern basin of the Manzanares River in Madrid. Estoa, 20,<\/em> 31\u201341. https:\/\/doi.org\/10.18537\/est.v010.n020.a03<\/a> <\/p>\n\n\n\n

Ajuriaguerra Escudero, M. \u00c1., & Ram\u00edrez Saiz, A. (2021). Social responsibility in urban health: The challenge of the renaturalization of the Manzanares River. In Planificaci\u00f3n regional: paisaje y patrimonio.<\/em> Aranzadi. <\/p>\n\n\n\n

Capit\u00e1n, E. (2021). The perspective of disability, gender and environmental sustainability in the protection of consumers in electronic commerce. Dykinson.<\/em> <\/p>\n\n\n\n

Capit\u00e1n, E. (2021). Environmental protection and consumer protection: Sustainable consumption. Journal of Agrarian and Food Law, 37<\/em>(79). <\/p>\n\n\n\n

Corrochano, D., Andr\u00e9s-S\u00e1nchez, S., Ballegeer, AM, Delgado-Mart\u00edn, L., Fuertes, MA, Herrero-Teij\u00f3n, P., \u2026 & Ruiz, C. (2021). Geology in teacher training on climate change and its education: An example in the design of a MOOC. Geotemas, 18,<\/em> 645. <\/p>\n\n\n\n

Corrochano Fern\u00e1ndez, D., Ferrari Lagos, E. R., S\u00e1nchez, S. A., Fuertes Prieto, M. \u00c1., Herrero Teij\u00f3n, P., Ballegeer, A. M., … & Ruiz M\u00e9ndez, C. (2021). Latin American and Spanish teachers' perception of climate change: Approaches from a teacher training MOOC.<\/em> <\/p>\n\n\n\n

De Arriba Palacios, B., Ariza, EB, & M\u00e9ndez, CR (2021). Climate change, child nutrition and education. In Teacher performance and training in digital competence in the SARS COV 2 era<\/em> (pp. 1265\u20131278). Dykinson. <\/p>\n\n\n\n

Vecina, M. L., Poy, S., Benevene, P., & Marzana, D. (2021). The subjective index of benefits in volunteering (SIBiV): an instrument to manage satisfaction and permanence in non-profit organizations. Current Psychology<\/em>. doi:10.1007\/s12144-020-01224-y <\/p>\n\n\n\n

2020<\/h2>\n\n\n\n

Fuertes, M. \u00c1., Santiago, A., Corrochano, D., Delgado, L., Herrero-Teij\u00f3n, P., Ballegeer, A. M., … & Ruiz, C. (2020). Climate Change Education: a proposal of a category-based tool for curriculum analysis to achieve the climate competence. Educ Knowl Soc 21: 1\u201313<\/em>. <\/p>\n\n\n\n

Lagos, ERF, Abad, FM, & M\u00e9ndez, CR (2020). The efficiency of a basic science MOOC in Spanish to improve the social representation of climate change. Comunicaci\u00f3n & M\u00e9todos<\/em>, 2<\/em>(2), 21-34. <\/p>\n\n\n\n

2019<\/h2>\n\n\n\n

Ferrari, E., Anne-Marie Ballegeer, A. M., Fuertes, M. A., Herrero, P., Delgado, L., Corrochano, D., … & Ruiz, C. (2019). Improvement on Social Representation of Climate Change through a Knowledge-Based MOOC in Spanish. Sustainability, 11, 1-21<\/em>. <\/p>\n\n\n\n

2015<\/h2>\n\n\n\n

Capit\u00e1n, E. (2015). Notes on the intervention of foundations in environmental protection<\/em>. Interdisciplinary Journal of Environmental Management ,<\/em>(19), November. <\/p>\n\n\n\n

2013<\/h2>\n\n\n\n

Capit\u00e1n, E. (2013). The dichotomy between environmental damage and personal injury in the Spanish system of environmental liability: Its repercussions. Journal of Private Law<\/em>, 97, June. <\/p>\n\n\n\n

2001<\/h2>\n\n\n\n

Capit\u00e1n, E. (2001). The right to a suitable environment<\/em>. Aranzadi. <\/p>\n\n\n\n

Capit\u00e1n, E. (2001). Preventive environmental protection deployed through certain civil procedures: On its alleged indirect protection function. Journal of Private Law<\/em>, 85, November. <\/p>\n\n\n\n

1999<\/h2>\n\n\n\n

Capit\u00e1n, E. (1999). Considerations regarding some of the existing problems for the effective implementation of the prevention principle. Interdisciplinary Journal of Environmental Management ,<\/em>, 1(11). <\/p>\n\n\n\n

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CLIMATE PSYCHOLOGY LAB<\/h2>\n\n\n\n
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Understanding the mind that created the problem is the first step in imagining the solution <\/em><\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>","protected":false},"excerpt":{"rendered":"

aRT\u00cdCULOS DE INVESTIGACI\u00d3N 2026 D\u00edaz-Silveira, C., Vecina, M. L., Alonso-Ferres, M., & Burgos, F. (2026, febrero). Emergencia clim\u00e1tica y ciudadan\u00eda: qu\u00e9 nos mueve (y qu\u00e9 nos frena). Observatorio Social de la Fundaci\u00f3n \u201cla Caixa\u201d. 2025 D\u00edaz-Silveira, C., Latorre, F., Ganitsky-Chemby, P., Burgos-Juli\u00e1n, F., & Vecina, M. L. (2025). Climate emergency coping scale: Development and validation […]<\/p>\n","protected":false},"author":273542887,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"definitiva","meta":{"footnotes":""},"class_list":["post-62","page","type-page","status-publish","hentry"],"jetpack_likes_enabled":true,"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PgUL2Q-10","jetpack-related-posts":[],"_links":{"self":[{"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/pages\/62","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/users\/273542887"}],"replies":[{"embeddable":true,"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/comments?post=62"}],"version-history":[{"count":29,"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/pages\/62\/revisions"}],"predecessor-version":[{"id":486,"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/pages\/62\/revisions\/486"}],"wp:attachment":[{"href":"https:\/\/climatepsychologylab.eu\/eng\/wp-json\/wp\/v2\/media?parent=62"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}