ISSN: 1040-726X
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Educational Psychology Review Q1 Unclaimed
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: -

3190 €
Inmediate OANPD
Embargoed OA0 €
Non OAMetrics
3.255
SJR Impact factor119
H Index86
Total Docs (Last Year)137
Total Docs (3 years)8151
Total Refs1413
Total Cites (3 years)130
Citable Docs (3 years)9.64
Cites/Doc (2 years)94.78
Ref/DocOther 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
View moreTeenage pregnancy: Etiology and educational interventions
View moreA reexamination of the role of attention in learning from text
View moreA Meta-analysis of the Segmenting Effect
View moreWhat Would Dewey Say? Channeling Dewey on the Issue of Specificity of Epistemic Beliefs: A Response to Muis, Bendixen, and Haerle (2006)
View moreA Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation
View moreAssessing coping in children and adolescents: Research and practice
View moreThe Role of Self-Regulatory and Metacognitive Competence in the Motor Performance Difficulties of Children with Developmental Coordination Disorder: A Theoretical and Empirical Review
View moreStudent Diversity Representation and Reporting in Universal School-Based Social and Emotional Learning Programs: Implications for Generalizability
View moreParent Autonomy Support, Academic Achievement, and Psychosocial Functioning: a Meta-analysis of Research
View moreThe Centrality of Context in Learning from Further Class Size Research
View moreDomain-Specific Knowledge and Why Teaching Generic Skills Does Not Work
View moreStudents' Adaptation of Study Strategies When Preparing for Classroom Tests
View moreYoga and Willful Embodiment: a New Direction for Improving Education
View moreWhen Confidence Is Not a Signal of Knowing: How Students' Experiences and Beliefs About Processing Fluency Can Lead to Miscalibrated Confidence
View moreAsians as stereotypes and students: Misperceptions that persist
View moreLearning from maps and diagrams
View moreAnalytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments
View moreImproving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let's Know! Experimental Curriculum
View moreAssessment in the Evaluation of Self-Regulation as a Process
View moreLearning from peers: Beyond the rhetoric of positive results
View moreHow Visual Displays Affect Cognitive Processing
View moreThe role of importance and interest in the processing of text
View moreWhen Is It Better to Learn Together? Insights from Research on Collaborative Learning
View more
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