ISSN: 0007-0998
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British Journal of Educational Psychology Q1 Unclaimed
British Journal of Educational Psychology is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 113. It has an SJR impact factor of 1,738 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,738.
British Journal of Educational Psychology focuses its scope in these topics and keywords: magic, learning, understanding, longitudinal, culture, school, genderrelated, form, findings, feedback, ...
Type: Journal
Type of Copyright:
Languages: English
Open Access Policy:
Type of publications:
Publication frecuency: -
- €
Inmediate OANPD
Embargoed OA- €
Non OAMetrics
1,738
SJR Impact factor113
H Index104
Total Docs (Last Year)233
Total Docs (3 years)6770
Total Refs1318
Total Cites (3 years)232
Citable Docs (3 years)4.56
Cites/Doc (2 years)65.1
Ref/DocOther journals with similar parameters
Review of Educational Research Q1
Educational Psychologist Q1
Educational Psychology Review Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
The Lancet Child and Adolescent Health Q1
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Aims and Scope
Best articles by citations
Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability
View moreRelaxed conditions can provide memory cues in both undergraduates and primary school children
View moreReading at a distance: Implications for the design of text in children's big books
View moreMultiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies
View moreThe psychological assessment of learning potential
View moreSelf-esteem in children: Do goal orientations matter?
View moreIdentifying and assessing the conceptions of teaching of secondary school physics teachers in China
View moreExploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach
View moreThe relationship of work avoidance and learning goals to perceived competence, externality and meaning
View moreThe predictive and discriminant validity of the zone of proximal development
View moreThe role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study
View moreChildren's early reading vocabulary: Description and word frequency lists
View moreVariation in contrasting forms of ' memorising' and associated observables
View moreParents' and pupils' causal attributions for difficult classroom behaviour
View moreConsistency in reasoning test scores over time
View moreGoal importance within planned behaviour theory as ' the' predictor of study behaviour in college
View moreRoles for software technologies in advancing research and theory in educational psychology
View moreTeachers' causal attributions, cognitive, emotional and behavioural responses to students with emotional and behavioural difficulties
View moreThe identification of children with developmental coordination disorder by class and physical education teachers
View moreGoal orientations, perceived self-efficacy and study results amongst beginners and advanced students
View moreConcomitants of failure to cope: What we should teach adolescents about coping
View moreTeaching children to recognise rhyme does not directly promote phonemic awareness
View moreProblems of behaviour, reading and arithmetic: Assessments of comorbidity using the Strengths and Difficulties Questionnaire
View moreDevelopmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school
View more
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