International Journal of Psychology Impact Factor & Information

Publisher: International Union of Psychological Science, Taylor & Francis (Routledge)

Journal description

The International Journal of Psychology is the journal of the International Union of Psychological Science (IUPsyS) and is edited by the IUPsyS. Its purpose is to circulate scientific information within and among subdisciplines of psychology and to foster the development of psychological science around the world. The main part of each issue is devoted to empirical and theoretical papers in various fields of scientific psychology. Fields covered include general psychology (perception, learning, cognitive processes, language etc.), neuropsychology, developmental psychology, as well as social, biological, and cross-cultural psychology. The journal emphasises basic research and theory rather than technical and applied problems. With the aim of overcoming local limitations in psychology, the Journal is also devoted to international discussions of theories and methods on which psychologists from various countries and regions may differ. Many of IJP's issues include a second section, the International Platform for Psychologists, which provides an opportunity to exchange news and opinions on psychology as an academic and applied profession. This section also contains information about the IUPsyS, about major international meetings, and about the activities of the National Psychological Societies. Finally it offers an opportunity to express opinions and to discuss internationally significant psychological issues. There is now a new United Nations section within the International Platform for Psychologists. The Journal occasionally publishes a special issue, guest edited by specialists, devoted to a single topic.

Current impact factor: 1.23

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 1.338

Additional details

5-year impact 1.10
Cited half-life >10.0
Immediacy index 0.07
Eigenfactor 0.00
Article influence 0.41
Website International Journal of Psychology website
Other titles International journal of psychology (Online), Journal international de psychologie
ISSN 0020-7594
OCLC 49613747
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after either 12 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • STM: Science, Technology and Medicine
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: Text-based communication is one of the substantial ways of spreading scientific information. While the content and contextual aspects of written words have been widely researched, the impact of font characteristics on text perception is an almost blank page. The following study deals with the influence of serifs on the evaluation of online-presented scientific abstracts. Yet there is only evidence for faster reading times when texts are presented in sans-serif fonts, although the opposite is stated in parts of the literature. The present work examines if the presence or absence of serifs also have an impact on the appraisal of scientific texts when all other important font characteristics do not change. For this purpose, 188 university students participated in an online experiment and rated different aspects of scientific abstracts as well as of the research outlined in the abstracts. The results show that missing serifs led to increased reading speed. However, and in contrast to the perceptual fluency hypothesis, the presence of serifs had a positive effect on all evaluation dimensions. The results of a second study with 187 participants also indicated that reading fluency counteracted the liking of texts. Implications for future studies and media production are discussed. © 2015 International Union of Psychological Science.
    International Journal of Psychology 02/2015; 50(5). DOI:10.1002/ijop.12160
  • International Journal of Psychology 01/2013;
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    ABSTRACT: The effect of cognitive processes, learning strategies and social context on academic performance Mariel Musso Katholieke Univ Leuven - UADE, Argentina; Eduardo Cascallar It has been shown that general academic performance is an important predictor of future academic performance, job performance, and future income level (Kuncel, Crede, & Thomas, 2005). Previous research has also shown that working memory (WM) and attentional networks (ATN) are extremely good predictors of performance on various cognitive tasks and of academic performance in particular, even when estimating long-term learning outcomes. The goal of this research is to study the interaction of basic cognitive resources (WM and ATN) with learning strategies, social context, selfconcept, and individual background variables, as well as specifically the use of internet resources, and their impact on general academic performance. The sample of subjects was 700 entering university students of both genders, 18 to 25 years old, from various business and humanities programmes. The cognitive measures used were the Attentional Networks Test, and the AOSPAN (an automated test measuring working memory capacity). In addition, the LASSI (a validated learning strategies questionnaire) was used, together with a general questionnaire collecting basic background information, family system, socio-economic data, level of education of parents, occupation of parents, and internet use, of each student. Results show a very interesting pattern of interaction effects between the cognitive variables and background variables as well as with the LASSI subscales, highlighting the importance of certain levels of cognitive resources in combination with other variables for the prediction of levels of academic performance. These results have significant relevance for cognitive theory, learning, and self-regulation models, as well as applications in higher education practice.
    International Journal of Psychology 07/2012; 47(Sup1):293-340.
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    ABSTRACT: Working memory and attention interactions with complexity and difficulty levels in task performance Mariel F. Musso & Eduardo C. Cascallar Abstract Basic cognitive processes such as executive attention (ExAtt) and working memory (WM) have been shown to be quite significant in the explanation of performance in various tasks. This study extends the analysis to determine the interaction of those individual cognitive processing characteristics with tasks of high and low levels of complexity and difficulty. These effects were studied in a mathematics test administered upon entry to higher education. A total of 850 students participated in the study and they were divided into four cognitive groups corresponding to high and low levels of each cognitive resource, using results from two online instruments, the Attentional Networks Test, and the AOSPAN (an automated test measuring working memory capacity). Tasks were categorized in high and low for levels of complexity and difficulty, as determined by TIMSS descriptors, and difficulty obtained with an item-response theory analysis. Results comparing performance between the four cognitive ability groups with the four task characteristics groupings clearly show significant interactions of cognitive resources with the two task characteristics. They establish the independent effect of working memory and executive attention on complexity and difficulty, the two latter constructs also being differentially affected by the cognitive resources. While WM accounts for an overall stronger effect, high ExAtt levels increase the performance of low WM subjects for complex and difficult tasks, as well as for easy and simple ones. These and other results show a clear pattern of interactions with significant implications for cognitive theory as well as for the study of performance conditions.
    International Journal of Psychology 07/2012; 7(Sup1):109-151. DOI:10.1080/00207594.2012.709089
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    ABSTRACT: This study was aimed to provide initial evidence for factorial validity, reliability, time invariance and cross-lagged relations for the Proactive Coping Inventory (PCI Spanish). German and English versions of the PCI were translated and adapted into Spanish at The Freie Universität Berlin, Germany. Data were collected from a longitudinal sample of Costa Ricans (T1, n=902/T2, n=535). Confirmatory factor analysis (CFA) was used to assess the hypothesised structure of 4 dimensions, 7 factors, and 55 items. SPSS-CFA yielded a 7-factor model, with eigenvalues greater than 1.00, quite consistent with theoretical assignment of items to scales. Structural equation model implemented (SEM) with LISREL provided consistent evidence for a 4-dimensional structure that clusters 7 scales, and 55 items. Analyses also revealed that the 4-dimensional structure was invariant across time. Correlations were consistent with hypothesised relations between the PCI Spanish and several external scales, namely: The Brief COPE, Personality Trait Scales, Cognitive Appraisal Scales, and The PANAS. Cross-lagged panel (SEM-LISREL) revealed significant and positive cross-lagged effects between proactive coping and goal oriented coping (reflective, preventive, and strategic planning). It was also found, that early augments in proactive coping were related to later reductions in avoidance coping. Conversely, initial increases in support-oriented coping were linked to later augments in avoidance coping. Theoretical advances will be discussed, and recommendations for further refinements will be given.
    International Journal of Psychology 07/2012; 47(Supplement 1):pp. 5-6.
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    ABSTRACT: A Neural Network Predictive Model to Estimate Future Transfer of Knowledge to the Work Environment Eduardo Cascallar, Carla Quesada & Pilar Pineda ABSTRACT Given the level of importance and investment that personnel training has in a modern corporation, it is a central concern that the training provided to employees results in tangible changes in their work and has a measurable effect on the organization. Part of this process includes the development of methods to assess the outcomes of such learning experiences, and to study the possibility of predicting which employees will benefit the most from such training, in terms of their intention to transfer the knowledge acquired to their work. Past research has shown the close relationship between intention to transfer such knowledge and actual use on the job. For this purpose a study was conducted constructing a predictive system based on neural networks. These systems have proven to be excellent modelling instruments in cases of complex problems in conditions with complex data spaces. Results using a backpropagation neural network, with 36 units and one hidden layer were highly successful on a sample of 458 employees. The neural network model was able to accurately predict 92.7% of employees’ level of transfer of knowledge to the work environment. Given the importance of these results and impact on training programmes, this methodology proves to be a valuable addition to the existing tools to estimate future learning outcomes and performance.
    International Journal of Psychology 07/2012; 47(Sup1):666-672. DOI:10.1080/00207594.2012.709126
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    ABSTRACT: Self-regulation, working memory and attention: effects and interactions Mariel F. Musso, Monique Boekaerts & Eduardo C. Cascallar Abstract The capacity of human beings to self regulate has been a topic of interest and of study from different psychological perspectives and fields of study. It has resulted in important findings regarding human cognition, problem solving, decision making, metacognition, conceptual change, motivation and volition (Boekaerts & Corno, 2005). It is important to further understand its interaction with basic individual cognitive processes. This study investigates the interactions between working memory and attentional networks, and their effects on specific self-regulation (SR) variables. The sample consisted of 900 entering university students, of both genders, ages between 18 and 25, in various disciplines. The instruments used were: the Attentional Networks Test, the AOSPAN (an automated test to measure working memory capacity), and an on-line SR/motivation questionnaire, namely the OMQ91 (Boekaerts, 2002). Subjects were divided into four cognitive groups corresponding to high and low levels of each cognitive resource. Results showed the functional independence of the three attentional networks, and a significant correlation between executive attention and working memory capacity, replicating previous studies. In addition, interesting and significant effects were found between the various combinations of the cognitive resources studied (working memory capacity and attentional networks), and their interactions with the various self-regulation variables, demonstrating differential patterns of effects of the cognitive processes on the various component variables of the self-regulation construct. These results have important implications for the understanding of the functional distinction of SR components and the effects of basic cognitive processes on them, which will contribute to cognitive theory and educational applications.
    International Journal of Psychology 07/2012; 47(Sup1):293-340. DOI:10.1080/00207594.2012.709098
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    ABSTRACT: The Proactive Coping Theory distinguishes four perspectives of coping in terms of time and uncertainty, namely, reactive coping, anticipatory coping, preventive coping, and proactive coping. Specifically, this study was aimed to evaluate the unidimensionality of a brief version of The Proactive Coping Scale within and across six cultures. Psychometric characteristics of the 8-item version scale were examined among a sample of N = 2,701 participants (35% men, 65% women) from five countries and six cultures, namely US Americans, Canadians and Polish Canadians, Costa Ricans, Germans, and Hindus. The central hypothesis was that the 8-item version of the Proactive Coping Scale would be sufficiently reliable and configurally equivalent across the six participating cultures. A set of confirmatory factor analyses implemented with varimax rotations and structural equation modeling (multi-group option) were calculated to investigate structural invariance. Results supported the hypotheses that the reliability of the 8-item version of the Proactive Coping Scale was high within and across cultures. In addition, unidimensionality of the 8-item scale was confirmed in five cultures, except of India, where a two-factorial structure emerged. Findings are discussed in light of recent advances and developments in proactive coping scale research.
    International Journal of Psychology 07/2012; 47(Supplement 1):pp. 34-35.
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    ABSTRACT: This study investigates the prevalence and predictors of mobbing in the academic world. It examines the effect of sex, job position, job condition, and discrimination experiences on 24 mobbing behaviours and three patterns of mobbing strategies, namely, attacking the victim’s (a) social communication and integration, (b) personal integrity, and (c) occupational or professional capabilities. Data was gathered from a randomized sample of N=639 university academics, administrators, and officials. 24 selected items of the Leymanns Inventory of Psychological Terrorization were factor analysed to identify mobbing patterns. A set of ANOVA and multiple regressions was calculated to identify predictors. Results showed that job position and job condition explained significant differences in the experience of mobbing, whereas no significant effects emerged from analyses defining sex as a predictor. Findings also revealed that discrimination due to victims’ job achievements, aging, political beliefs and professional envy accounted for 52% of the variance in attacks to victims’ social communication and integration. Discrimination due to victims’ education and political beliefs accounted for 29% of the variance in attacks to victims’ personal integrity. Finally, discrimination due to victims’ education and religious beliefs accounted for 29% of the variance in attacks to victims’ occupational and professional capabilities. Results are discussed in the light of Heinz Leymanns theory of mobbing, considering mobbing prevention, early management interventions and vocational rehabilitation.
    International Journal of Psychology 07/2012; 47(Supplement 1):pp. 720-720.