Gracia Cristina Villodres | Descriptive Analytics | Best Research Article Award

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Mrs. Gracia Cristina Villodres |  Descriptive Analytics | Best Research Article Award

University of Granada | Spain

Gracia Cristina Villodres is a predoctoral fellow at the University of Granada, specializing in physical activity, health, and education. She holds a Bachelor’s Degree in Primary Education with a specialization in Physical Education (2020), and two Master’s Degrees—one in Research and Innovation in Curriculum and Teacher Training (2021) and another in Physical Activity and Health (2022). Currently completing her PhD (FPU Fellowship 2021–2025) on healthy habits, cognitive function, and academic performance, she is also pursuing a Degree in Psychology. Her research interests focus on physical activity, body image, academic achievement, and mental health in youth populations. She has participated in four competitive research projects, serving as both researcher and principal investigator, and has published over 50 book chapters with ISBN. Her scholarly impact includes an H-index of 4 in Web of Science, 12 in Scopus, and 5 in Google Scholar, with a total of over 55 citations across databases. She has completed a research stay at the University of Bern and received the University of Granada Talent Award (2022). Through her teaching and research, she promotes evidence-based approaches to education and health, aiming to enhance well-being, inclusion, and performance in school and university settings.

Profiles : Scopus | Orcid | Google Scholar

Featured Publications

Villodres, G. C., Pérez-Díaz, J.-J., Salas-Montoro, J.-A., & Muros, J. J. (2025). Sex-based differences in lifestyle behaviours, self-esteem, and academic performance: A structural equation model in high-socioeconomic-status school-aged youth from southern Spain. Children.

Villodres, G. C., Rodríguez-Mérida, M., Vizcaíno-Cuenca, R., & Muros, J. J. (2025). Effectiveness of physical education interventions on mental health in children and adolescents: A systematic review of wellbeing and distress across educational levels. Adolescent Research Review.

Villodres, G. C., Campos-Pérez, L. M., Salvador-Pérez, F., Muros, J. J., & Vizcaíno-Cuenca, R. (2025). Relación entre el uso de redes sociales, hábitos saludables y factores psicológicos relacionados con la percepción de la imagen corporal en estudiantado universitario. Retos.

Navidad Cobo, L., Villodres, G. C., & Padial-Ruz, R. (2025). Efecto de un programa de actividad física y educación nutricional para la mejora de hábitos saludables en educación primaria. Retos.

Villodres, G. C., Salvador-Pérez, F., & Muros, J. J. (2024). Factors associated with Mediterranean diet adherence in a sample of high socio-economic status children from southern Spain. Public Health Nutrition.

Cody Ding – psychology  – Best Researcher Award

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Dr. Cody Ding - psychology  - Best Researcher Award

Southwest University, China; University of Missouri-St. Louis, USA - China

Author Profile

Early Academic Pursuits

Dr. Cody S. Ding's academic journey commenced with a Master of Science degree in Human Development & Family Studies from Pennsylvania State University, followed by a Doctor of Philosophy in Educational Psychology from the University of Minnesota. These foundational educational experiences laid the groundwork for his prolific career in educational measurement and assessment.

Professional Endeavors

Dr. Ding's career trajectory encompasses a diverse array of roles in academia and research. Noteworthy positions include serving as the Director of Psychometric Division at Regents College, New York, and as the Director of University Testing at Arizona State University. These roles underscore his expertise in assessment design, administration, and evaluation.

Contributions and Research Focus

Throughout his career, Dr. Ding has made significant contributions to the fields of educational psychology and measurement. His research interests span a wide spectrum, including data analytics and methodology, educational psychology, and assessments. Notably, his work delves into machine learning applications in education, cognitive and affective assessment of learning, and psychosocial development.

Accolades and Recognition

Dr. Ding's contributions to the academic community have garnered widespread recognition. His citation impact, with an H-index of 31 and i10 index of 68, attests to the significance of his research. Additionally, he has secured numerous grant awards, including prestigious funding from the James S. McDonnell Foundation and the Missouri Foundation of Health, highlighting the esteem with which his work is regarded.

Impact and Influence

Dr. Ding's research has had a profound impact on the fields of educational psychology and assessment. His publications in esteemed journals such as Personality and Individual Differences and Developmental Cognitive Neuroscience reflect the breadth and depth of his scholarly contributions. Moreover, his expertise in multidimensional scaling and machine learning has advanced methodologies in educational research.

Legacy and Future Contributions

As a respected professor and researcher, Dr. Ding's legacy is characterized by his dedication to advancing knowledge and practice in educational measurement and assessment. His ongoing efforts to explore innovative methodologies and address pressing educational challenges ensure that his contributions will continue to shape the field for years to come. With forthcoming publications and continued scholarly endeavors, Dr. Ding remains at the forefront of educational research, poised to leave a lasting legacy in his field.

Notable Publication

 

Gerald Voelbel – Cognition – Best Researcher Award 

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Assoc Prof Dr. Gerald Voelbel - Cognition - Best Researcher Award 

New York University - United States 

Author Profile

Early Academic Pursuits

Assoc Prof Dr . Gerald Thomas Voelbel began his academic journey with a Bachelor of Arts in Psychology from Rutgers, The State University of New Jersey, where he graduated Summa Cum Laude in 1997, receiving the prestigious Jacqueline Lewis Award. Building on this foundation, he pursued a Master of Science in Psychology with a focus on Biopsychology and Behavioral Neuroscience, followed by a Doctorate of Philosophy in the same field, both from Rutgers University. His doctoral dissertation earned him the esteemed Leon Greenberg Memorial Dissertation Award in 2004.

Professional Endeavors

Throughout his career, Assoc Prof Dr . Voelbel has held various academic appointments, starting as a Research Assistant at Rutgers University's Cognitive Neuroscience Laboratory and Center of Alcohol Studies. He later transitioned to teaching roles as a Teaching Assistant and Adjunct Faculty member. Dr. Voelbel's expertise and dedication led to appointments as an Instructor and ultimately Assistant Professor at the University of Medicine and Dentistry of New Jersey. He furthered his career at New York University, where he currently serves as an Associate Professor in the Department of Occupational Therapy at the Steinhardt School of Culture, Education, and Human Development.

Contributions and Research Focus

Assoc Prof Dr . Voelbel's research is centered on the intersection of psychology and neuroscience, with a particular focus on neuroplasticity and cognitive rehabilitation in individuals with traumatic brain injuries (TBI). His pioneering work has explored the effects of technology-based cognitive interventions on brain function and structure, shedding light on novel approaches to enhance cognitive functioning and quality of life for TBI patients. His research spans from investigating the impact of processing speed on memory in brain injury survivors to exploring coping mechanisms during the COVID-19 pandemic. Additionally, Dr. Voelbel has made significant contributions to understanding the neural correlates of executive dysfunction and problem-solving deficits in substance use disorder populations.

Accolades and Recognition

Assoc Prof Dr . Voelbel's contributions to the field have been recognized through numerous awards and honors, including the Leon Greenberg Memorial Dissertation Award, the National Academy of Neuropsychology Student Award, and the Steinhardt Full-Time Professional Development Fund Award, among others. He was also named Alumni of the Year by Rutgers University's Department of PM&R and Kessler Research Foundation in 2021.

Impact and Influence: Dr. Voelbel's research has had a profound impact on the field of neuropsychology and rehabilitation medicine, shaping clinical practice and guiding intervention strategies for individuals with brain injuries. His innovative approaches to cognitive rehabilitation have paved the way for personalized and technology-enhanced interventions, offering hope and improved outcomes for patients worldwide.

Legacy and Future Contributions

As a leader in the field, Assoc Prof Dr . Voelbel continues to inspire future generations of researchers and clinicians through his mentorship and collaborative efforts. His legacy lies in his relentless pursuit of knowledge and his commitment to improving the lives of individuals affected by brain injuries. With a focus on neuroplasticity and cognitive remediation, Dr. Voelbel's ongoing research promises to further advance our understanding of brain function and inform innovative interventions for neurological disorders.

Citations

  • Citations    772
  • h-index       13
  • i10-index     15

Notable Publication