ISSN: 1040-726X

Journal Guideline

Educational Psychology Review Q1 Unclaimed

Springer New York United States

Unfortunately this journal has not been claimed yet. For this reason, some information may be unavailable.

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 new research directions, interviews, and research-based advice for practitioners - all pertaining to the field of educational psychology. The contents provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform the most learned specialists in the discipline. An international forum for the publication of peer-reviewed integrative review articles pertaining to educational psychology Contents include reflections or comments on previous research or new research directions, book reviews, interviews, research-based advice for practitioners and special thematic issues Offers breadth of coverage appropriate to a wide readership in educational psychology It has an SJR impact factor of 4,321.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

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

Price

3190 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

4,321

SJR Impact factor

142

H Index

118

Total Docs (Last Year)

208

Total Docs (3 years)

11698

Total Refs

2845

Total Cites (3 years)

197

Citable Docs (3 years)

12.23

Cites/Doc (2 years)

99.14

Ref/Doc

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Educational Psychologist Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
The Lancet Child and Adolescent Health Q1
Contemporary Educational Psychology Q1
Monographs of the Society for Research in Child Development Q1

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Aims and Scope

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A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation

Assessing coping in children and adolescents: Research and practice

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

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

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

The Centrality of Context in Learning from Further Class Size Research

Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work

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