Javier Sevil Serrano

• 1.- Análisis de comportamientos relacionados con la salud (actividad física, desplazamiento activo, sueño, alimentación, tiempo sedentario, sustancias nocivas, etc.) en niños, adolescentes y personas jóvenes adultas.
• 2.- Diseño, implementación y evaluación de programas de intervención escolares basados en la promoción de comportamientos relacionados con la salud en niños y adolescentes.
• 3.- Análisis del estilo interpersonal docente del profesorado de Educación Física y su repercusión en los procesos motivacionales del alumnado. 

• 1. Sevil, J., Abós, A., Aibar, A., Julián, J. A., & García-González, L. (2016). Gender and corporal expression curricular content in Physical Education: Effect of an intervention on students’ motivational processes. European Physical Education Review, 22(3), 372-389. doi:10.1177/1356336×15613463. (Q1, IF=1.921).
• 2. Abós, A., Sevil, J., Julián, J. A., Abarca-Sos, A., & García-González, L. (2017). Improving students’ predisposition towards physical education by optimizing their motivational processes in an acrosport unit. European Physical Education Review, 23(4), 444-460. doi:10.1177/1356336×16654390 (Q1, IF=2.422).
• 3. Abós, Á., Sevil, J., Martín-Albo, J., Julián, J. A., & García-González, L. (2018). An integrative framework to validate the Need-Supportive Teaching Style Scale (NSTSS) in secondary teachers through exploratory structural equation modeling. Contemporary Educational Psychology, 52, 48-60.

doi:10.1016/j.cedpsych.2018.01.001 (Q1, IF=3.35).

• 4. Abós A., Haerens, L., Sevil, J., Aelterman, N., & García-González, L. (2018). Teachers’ motivation in relation to their psychological functioning and interpersonal style: a variable- and person-centered approach. Teaching and Teacher Education, 74, 21-34. doi:10.1016/j.tate.2018.04.010 (Q1, IF=2.47)
• 5. Sevil, J., García-González, L., Abós, A., Generelo, E., & Aibar, A. (2018). Which school community agents influence adolescents' motivational outcomes and physical activity? Are more autonomy-supportive relationships necessarily better? International Journal of Environmental Research and Public Health, 15, 1875. doi:10.3390/ijerph15091875 ISSN: 1660-4601 (Q1, IF=2.46).
• 6. Sevil, J., García-González, L., Abós, A., Generelo, E., & Aibar, A. (2018). Can high schools be an effective setting to promote healthy lifestyles? Effects of a multiple behaviour change intervention in adolescents. Journal of Adolescent Health. doi:10.1016/j.jadohealth.2018.09.027 (Q1, IF=4.09).
• 7. Sevil-Serrano, J., Aibar, A., Abós, A., Julián, J. A., & García-González, L. (2019). Healthy or unhealthy? The “cocktail” of health-related behavior profiles in Spanish adolescents. International Journal of Environmental Research and Public Health, 16, 3151. doi:10.3390/ijerph16173151. (Q1, IF=2.468).
• 8. Burgueño, R., González-Cutre, D., Sevil-Serrano, J., Herrador-Colmenero, M., Segura-Díaz, J. M., Medina-Casaubón, J., & Chillón, P. (2019). Understanding the motivational processes involved in adolescents’ active commuting behaviour: Development and validation of the Behavioural Regulation in Active Commuting to and from School (BR-ACS) Questionnaire. Transportation Research Part F: Traffic Psychology and Behaviour, 62, 615-625. doi:10.1016/j.trf.2019.02.016 (Q2, IF=2.36).
• 9. Zaragoza, J., Sevil-Serrano, J., Bois, J. E., Generelo, E., Lhuisset, L., & Aibar-Solana, A. (2019). Centre for the Promotion of Physical Activity and Health (CAPAS-City): a Pyrenean cross-cultural structure to lead the way in the design, implementation, and evaluation of multilevel physical activity interventions. International Journal of Environmental Research and Public Health, 16, 3631. doi:10.3390/ijerph16193631 (Q1, IF=2.468).
• 10. Abós, Á., Sevil-Serrano, J., Julián-Clemente, J. A., Generelo, E., & García-González, L. (2019). Improving teachers’ work-related outcomes through a group-based physical activity intervention during leisure- time. Journal of Experimental Education, 1-20. 
  https://doi.org/10.1080/00220973.2019.1681349 (Q1, IF= 2.919)