ISSN: 0734-2829

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Journal of Psychoeducational Assessment Q2 Unclaimed

SAGE Publications Inc. United States

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Journal of Psychoeducational Assessment is a journal indexed in SJR in Psychology (miscellaneous) and Clinical Psychology with an H index of 59. It has an SJR impact factor of 0,688 and it has a best quartile of Q2. It is published in English. It has an SJR impact factor of 0,688.

Type: Journal

Type of Copyright:

Languages: English

Open Access Policy:

Type of publications:

Publication frecuency: -

Categories: Clinical Psychology (Q2) Education (Q2) Psychology (miscellaneous) (Q2)

Price

- €

Inmediate OA

NPD

Embargoed OA

- €

Non OA

Metrics

0,688

SJR Impact factor

59

H Index

74

Total Docs (Last Year)

209

Total Docs (3 years)

3509

Total Refs

484

Total Cites (3 years)

209

Citable Docs (3 years)

2.16

Cites/Doc (2 years)

47.42

Ref/Doc

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Other journals with similar parameters

Canadian Journal of Behavioural Science Q2
Psychology Research and Behavior Management Q2
Psychologica Belgica Q2
Frontiers in Psychology Q2
Quarterly Journal of Experimental Psychology Q2

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Aims and Scope

Best articles by citations

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A Comparison of Parent and Teacher Ratings of Adaptive Behavior Using a Universal Measure

OMNI Personality Inventory

Current Nonverbal Assessment Instruments: A Comparison of Psychometric Integrity and Test Fairness

Item Invariance in Four Subtests of the Universal Nonverbal Intelligence Test (UNIT) across Groups of Deaf and Hearing Children

Book Review: Attention Deficit Disorder Evaluation Scales (2nd ed.)

Book Review: Test of Language Development-Primary, Third Edition

The Relationship between General Ability Using the Naglieri Nonverbal Ability Test (NNAT) and Stanford Achievement Test (SAT) Reading Achievement

Possible Criterion-Related Bias of the WISC-III with a Referral Sample

The Relationship between the Differential Ability Scales (DAS) and the Woodcock-Johnson Tests of Cognitive Ability-Revised (WJ-R COG) for Students Referred for Special Education Evaluations

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Concurrent Validity of the WISC-IV and DAS-II in Children With Autism Spectrum Disorder

An Item Response Theory Analysis of the Mathematics Teaching Efficacy Beliefs Instrument

Independent Examination of the Factor Structure of the Cognitive Assessment System (CAS): Further Evidence Challenging the Construct Validity of the CAS

Validity of the Bracken Basic Concept Scale-Revised for Predicting Performance on the Metropolitan Readiness Test-Sixth Edition

Relationship of School-Based Attributions to Depression

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Development and Initial Validation of the Self-Directed Learning Inventory With Korean College Students