ISSN: 0361-476X

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Contemporary Educational Psychology Q1 Unclaimed

Academic Press Inc. United States

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Contemporary Educational Psychology is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 123. It has an SJR impact factor of 3,187 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 3,187.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1) Developmental and Educational Psychology (Q1) Education (Q1)

Price

- €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

3,187

SJR Impact factor

123

H Index

72

Total Docs (Last Year)

231

Total Docs (3 years)

6575

Total Refs

2368

Total Cites (3 years)

227

Citable Docs (3 years)

11.97

Cites/Doc (2 years)

91.32

Ref/Doc

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Aims and Scope

Best articles by citations

Individual differences in the analysis of informal reasoning fallacies

How are upper secondary school students' expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison

Is procedure acquisition as unstable as it seems?

Enhancing evidence-based argumentation in a Mainland China middle school

Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits

Confidence estimates on the correctness of constructed and multiple-choice responses

Reexamining the relationship between test anxiety and learning achievement: An individual-differences perspective

Productivity in educational psychology journals from 2003 to 2008

Word learning: An ERP investigation of word experience effects on recognition and word processing

The interaction between social goals and self-construal on achievement motivation

Productivity of educational psychologists in educational psychology journals, 1997-2001

When first-generation students succeed at university: On the link between social class, academic performance, and performance-avoidance goals

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Transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy

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Marking the way: School-based interventions that "work"

Knowledge Encapsulation and the Intermediate Effect

Chameleon effects in homework research: The homework-achievement association depends on the measures used and the level of analysis chosen

Commentary on "The interactive strategies approach to reading intervention"

Homework purposes, homework behaviors, and academic achievement. Examining the mediating role of students' perceived homework quality

Using the theory of successful intelligence as a basis for augmenting AP exams in Psychology and Statistics

Choosing letter grade evaluations: The interaction of students' achievement goals and self-efficacy

Toward a positive psychology of indigenous thriving and reciprocal research partnership model

Academic red-shirting and academic achievement among students with ADHD

Making sense of place in school-based intervention research