Contribuciones más relevantes:
- Camuñas, N., Vaíllo, M., Mavrou, I., Brígido, M. y Quintana, M.P. (2020). “Cognitive and behavioural profile of minors in residential care: The role of executive functions”, Children and Youth Services Review, 119.
- Borrachero, A.B., Brígido, M., Dávila, M.A., Costillo, E., Cañada, F. y Mellado, V. (2019). “Improving the self-regulation in prospective science teachers: the case of the calculus of the period of a simple pendulum”, Heliyon, 5.
- Borrachero, A.B., Brígido, Costillo, E., y Mellado, V. (2014). “Emotions in prospective secondary teachers when teaching science content, distinguishing by gender”, Research in Science & Technological Education, 32(2).
- Mellado, V. et al. (2014). “Las emociones en la enseñanza de las ciencias”, Enseñanza de las Ciencias, 32(3).
- Brígido, M., Borrachero, A.B, Bermejo, M.L., y Mellado, V. (2013). “Prospective primary teachers' self-efficacy and emotions in science teaching”, European Journal of Teacher Education, 36(2).
- Brígido, M., Couso, D., Gutierrez, C., y Mellado, V. (2013). “The emotions about teaching and learning science: A study of prospective primary teachers in three Spanish universities”, Journal of Baltic Science Education, 12(3).