Default: Journal of Educational Psychology

ISSN: 0022-0663

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Journal of Educational Psychology Q1 Unclaimed

American Psychological Association Inc. United States
Unfortunately this journal has not been claimed yet. For this reason, some information may be unavailable.

Journal of Educational Psychology is a journal indexed in SJR in Education and Developmental and Educational Psychology with an H index of 209. It has a price of 2480 €. It has an SJR impact factor of 2,486 and it has a best quartile of Q1. It is published in English. It has an SJR impact factor of 2,486.

Journal of Educational Psychology focuses its scope in these topics and keywords: learning, peer, special, selfsystem, rewards, profiles, processesachievementbased, performance, outlines, superior, ...

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Price

2480 €

Inmediate OA

NPD

Embargoed OA

0 €

Non OA

Metrics

Journal of Educational Psychology

2,486

SJR Impact factor

209

H Index

127

Total Docs (Last Year)

250

Total Docs (3 years)

6876

Total Refs

1582

Total Cites (3 years)

242

Citable Docs (3 years)

5,35

Cites/Doc (2 years)

54,14

Ref/Doc

Aims and Scope


learning, peer, special, selfsystem, rewards, profiles, processesachievementbased, performance, outlines, superior, techniquespredicting, test, text, field, heads, model, change, organizers, motivation, argument, cognitive, college, domain, educationnotetaking, experiences, functions, graphic, improving, intrinsic, mediatorsvisual, modification, monitoringmodeling,



Best articles by citations

Developmental study of praise and blame as attributional cues.

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New Editor Appointed for History of Psychology.

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Effects of teachers' reading-aloud styles on vocabulary acquisition and comprehension of students in the early elementary grades.

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Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children.

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Relative reading achievement: A longitudinal study of 187 children from first through sixth grades.

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Effects of observing the instructor draw diagrams on learning from multimedia messages.

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Confidence and cognitive test performance.

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Effective Reading Comprehension Instruction: Examining Child x Instruction Interactions.

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Athletic classmates, physical self-concept, and free-time physical activity: A longitudinal study of frame of reference effects.

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Phonemic segmentation skill and beginning reading.

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New Editor Appointed for Journal of Occupational Health Psychology.

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Student, peer, and self evaluations of college instructors.

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From individual word recognition to word list and text reading fluency.

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An Effective Method for Building Meaning Vocabulary in Primary Grades.

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Learning to be literate: A comparison of five urban early childhood programs.

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Children's developing awareness of text structures in expository materials.

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Children's early interest-based activities in the home and subsequent information contributions and pursuits in kindergarten.

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Performance of mental hospital patients on the Wechsler-Bellevue and the Revised Stanford-Binet, Form L.

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Learning mathematics in first-grade classrooms: On whose authority?

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Comparing apples and oranges: Curricular intensification reforms can change the meaning of students' grades!

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Measurement of some abilities in scientific thinking.

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New Editors Appointed, 2006-2011.

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Control over spatial representation format enhances information extraction but prevents long-term learning.

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Construction and Evaluation of a Number Sense Test With Head Start Children.

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