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

Publications in this journal

  • Neto · Pinto · Mullet · Furnham ·

    International Journal of Psychology 11/2015;
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    ABSTRACT: Prior research has shown that females are less field independent (FI) than males. However, when gender identity is salient, performance on tests assessing constructs similar to FI may be hindered, because of stereotype threat. This study examined the impact of stereotype threat on gender differences in FI. We expected that (a) reporting one's own gender prior to FI testing and (b) having an opposite-gender experimenter would activate stereotype threat, and in turn result in lower performance on a test of FI among females. Overall, 170 participants were randomly assigned to one of eight conditions in a between-participants design varying the participant's gender, experimenter's gender and timing of the gender question (before vs. after test). Results showed that reporting one's gender before the FI test led to lower FI performance among females. Furthermore, females achieved higher FI when experimenters were females and gender questions were administered after the FI test.
    International Journal of Psychology 10/2015; in press. DOI:10.1002/ijop.12238
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    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