verified SJR 4,384 · Q1 • database Scopus / SJR & Web of Science indexed

United States · Springer New York

workspace_premium Q1 — Developmental and Educational Psychology lock_open Open Access Unclaimed

Educational Psychology Review

Special Issues can be accessed through the Collections link on the right-hand side Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or ne...

ISSN: 1040-726X

Editorial: Springer New York

Category: Developmental and Educational Psychology

Indexation: verifiedScopus / SJR verifiedWeb of Science

Unclaimed profile — some fields may be incomplete.

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schedule Datos CoP · solo campos en BD

SJR Impact Factor trending_up

4,384 Q1

H-index 156

Tasa de Aceptación pie_chart

23% Selectiva

Fuente Acceptance_Rate

Tiempo a publicación hourglass_top

NPD

Campo Sin dato

Coste de Publicación (APC) payments

3.190 € Open Access

Ruta Non-OA 0 €

Metrics

Campos Scimago / CoP — sin series inventadas

Scopus / SJR Web of Science

SJR Impact

4,384

H-index

156

Docs (year)

133

Docs 3y

281

Total refs

12863

Cites 3y

4006

Citable 3y

259

Cites/Doc 2y

11.63

Ref/Doc

96.71

Immediate OA

3190 €

Embargoed OA

NPD

Non OA / Submission

0 €

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Best articles by citations

The Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review

Parent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research

Promoting Constructive Activities that Support Vicarious Learning During Computer-Based Instruction

Student Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability

Students' Adaptation of Study Strategies When Preparing for Classroom Tests

Teenage pregnancy: Etiology and educational interventions

The Centrality of Context in Learning from Further Class Size Research

The Nature and Development of Critical-Analytic Thinking

The role of importance and interest in the processing of text

Multirelational semantic maps

Thoughts About Critical-Analytic Thinking Deficits and Antecedents

Validity in Assessing Self-Regulated Learning: A Comment on Perry & Winne

SHOW MORE ARTICLES

What Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)

When Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence

When Is It Better to Learn Together? Insights from Research on Collaborative Learning

Why a Special Issue on Collaborative Learning in Postsecondary and Professional Settings?

Yoga and Willful Embodiment: a New Direction for Improving Education

A Critical Review of Line Graphs in Behavior Analytic Journals

Learning from peers: Beyond the rhetoric of positive results

Learning from maps and diagrams

Keep it Coherent: A Meta-Analysis of the Seductive Details Effect

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let's Know! Experimental Curriculum

How Visual Displays Affect Cognitive Processing

Highlighting and Its Relation to Distributed Study and Students' Metacognitive Beliefs

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