ISSN: 1040-726X

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Educational Psychology Review Q1 Unclaimed

Springer New York United States

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Educational Psychology Review is a journal indexed in SJR in Developmental and Educational Psychology with an H index of 119. It has a price of 3190 €. It has an SJR impact factor of 3.255 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 3.255.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

Categories: Developmental and Educational Psychology (Q1)

Price

3190 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

3.255

SJR Impact factor

119

H Index

86

Total Docs (Last Year)

137

Total Docs (3 years)

8151

Total Refs

1413

Total Cites (3 years)

130

Citable Docs (3 years)

9.64

Cites/Doc (2 years)

94.78

Ref/Doc

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Other journals with similar parameters

The Lancet Child and Adolescent Health Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
Educational Psychologist Q1
Journal of Child Psychology and Psychiatry and Allied Disciplines Q1
Current Directions in Psychological Science Q1

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Aims and Scope

Best articles by citations

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

Teenage pregnancy: Etiology and educational interventions

A reexamination of the role of attention in learning from text

A Meta-analysis of the Segmenting Effect

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

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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Students' Adaptation of Study Strategies When Preparing for Classroom Tests

Yoga and Willful Embodiment: a New Direction for Improving Education

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

Asians as stereotypes and students: Misperceptions that persist

Learning from maps and diagrams

Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments

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

Assessment in the Evaluation of Self-Regulation as a Process

Learning from peers: Beyond the rhetoric of positive results

How Visual Displays Affect Cognitive Processing

The role of importance and interest in the processing of text

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