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European Journal of Psychology of Education Q1 Unclaimed

Springer Netherlands Netherlands

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European Journal of Psychology of Education is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 68. It has a price of 2290 €. It has an SJR impact factor of 1,161 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 1,161.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy: Open Choice

Type of publications:

Publication frecuency: -

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

Price

2290 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

European Journal of Psychology of Education

1,161

SJR Impact factor

68

H Index

165

Total Docs (Last Year)

163

Total Docs (3 years)

11018

Total Refs

671

Total Cites (3 years)

162

Citable Docs (3 years)

3.97

Cites/Doc (2 years)

66.78

Ref/Doc

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Educational Psychologist Q1
Educational Psychology Review Q1
Journal of the American Academy of Child and Adolescent Psychiatry Q1
The Lancet Child and Adolescent Health Q1

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Aims and Scope

Best articles by citations

Introduction. The psychology of student learning

Surface features, representations and tutorial interventions in mathematical problem solving

Learning through transitions: The role of institutions

Effects of performance feedback and repeated experience on self-evaluation accuracy in high- and low-performing preschool children

Pre-service primary school teachers' self-reflective competencies in their own teaching

The perception of workload and task complexity and its influence on students' approaches to learning: a study in higher education

Educational goals and motives as possible mediators in the relationship between social support and academic achievement

Cognition and emotion. Comments on Frye's paper

Principals' self-efficacy: relations with job autonomy, job satisfaction, and contextual constraints

What drives teacher engagement: a study of different age cohorts

Infancy risk factors and risk-taking. Comments on Rauh's paper

A different view of metamemory with illustrations from children's beliefs about long-term retention

SHOW MORE ARTICLES

Relationship between children's counting ability and their ability to reason about number

Risk groups, parenting and intervention

Task, development, and process in student learning: Towards an integrated theory of studying

Biological functionalism and developmental (dis)-continuity: Comments on Vyt's paper

Mastery motivation, parenting, and school achievement among Hungarian adolescents

Parents' and teachers' perceptions of quality in Portuguese childcare classrooms

Social network, interpersonal concerns and help-seeking in primary grade school children as a function of sex, performance and economic status

The computer as a mediating influence in the development of pupils' understanding of variable

Using analogy to improve abstract conditional reasoning in adolescents: not as easy as it looks

The potential of syndrome-specific research for more effective assessment and psycho-educational intervention. Comments on Gunn and Berry's paper

Values and work environment: Mapping 32 occupations

Information exchange in classroom conversation: Negociation and extension of the focus