ISSN: 0144-3410

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Educational Psychology Q1 Unclaimed

Routledge United Kingdom

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Educational Psychology is a journal indexed in SJR in Experimental and Cognitive Psychology and Education with an H index of 84. It has an SJR impact factor of 1,333 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,333.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

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

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

1,333

SJR Impact factor

84

H Index

65

Total Docs (Last Year)

234

Total Docs (3 years)

3702

Total Refs

863

Total Cites (3 years)

202

Citable Docs (3 years)

3.56

Cites/Doc (2 years)

56.95

Ref/Doc

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Aims and Scope

Best articles by citations

A Longitudinal-Sequential Study of Perceived Academic Competence and Motivational Beliefs for Learning Among Children in Middle School

Questioning Styles and Students' Learning: Four case studies

An Empirical Analysis of Children's Thinking and Learning in a Computer Game Context

Self-concept, Attributional Style and Depression

Performance Approach, Performance Avoidance and Depth of Information Processing: A fresh look at relations between students' academic motivation and cognition

Motivation and engagement in the 'Asian Century': a comparison of Chinese students in Australia, Hong Kong, and Mainland China

Accuracy and Speed of Processing Verbal Stimuli Among Subjects With Low and High Ability in Mathematics

Contextualising Inclusive Education: A review of 'Working Towards Inclusive Education--Social Contexts' by Peter Mittler

Teachers, students, and teaching: towards an ecological system

An Evaluation of Factors Influencing the Academic Self-concept, Self-esteem and Academic Stress for Direct and Re-entry Students in Higher Education

A Note on the Problem Solving Style Questionnaire: An alternative to Kolb's Learning Style Inventory?

A Comparison of the Expressive Language Opportunities Provided by Shared Book Reading and Facilitated Play for Young Children with Mild to Moderate Intellectual Disabilities

SHOW MORE ARTICLES

The Influence of Individual Cognitive Style on Performance in Management Education

What Do School Counsellors Gain from Their Role as Psychotherapists?

Horizontal and Vertical Interaction in Children's Computer-mediated Communications

The Role of Demographics, Personality Variables and School Stress on Predicting School Satisfaction/Dissatisfaction: Review of the literature and research findings

Reading Difficulty Characteristics in Dyslexic and Hearing-impaired Students

Validity of the Differential Aptitude Test for the Assessment of Immigrant Children

A Cognitive-behavioural Measure of Student Goal Setting in a Tertiary Educational Context

Teachers' beliefs about cues to deception and the ability to detect deceit

Perceived autonomy support, relatedness with students, and workplace outcomes: an investigation of differences by teacher gender

Effective strategies for mental and written arithmetic calculation from the third to the fifth grade

Perceived seriousness of pupils' undesirable behaviours: the student teachers' perspective

Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy?