Journal of Educational Psychology (J EDUC PSYCHOL )

Publisher: American Psychological Association, American Psychological Association

Description

The main purpose of the Journal of Educational Psychology is to publish original, primary psychological research pertaining to education at every educational level, from interventions during early childhood to educational efforts directed at elderly adults. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are directly pertinent to educational psychology. The scope of coverage of the Journal includes, but is not limited to, scholarship on learning, cognition, instruction, motivation, social issues, emotion, development, special populations (e.g., students with learning disabilities), individual differences in teachers, and individual differences in learners.

  • Impact factor
    3.08
  • 5-year impact
    4.93
  • Cited half-life
    0.00
  • Immediacy index
    0.22
  • Eigenfactor
    0.01
  • Article influence
    2.18
  • Website
    Journal of Educational Psychology website
  • Other titles
    Journal of educational psychology
  • ISSN
    0022-0663
  • OCLC
    1754557
  • Material type
    Periodical, Internet resource
  • Document type
    Journal / Magazine / Newspaper, Internet Resource

Publisher details

American Psychological Association

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Pre-print on a web-site
    • Pre-print must be labeled with date and accompanied with statement that paper has not (yet) been published
    • Copy of authors final peer-reviewed manuscript as accepted for publication
    • Post-print on author's web-site or employers server only, after acceptance
    • Publisher copyright and source must be acknowledged
    • Must link to APA journal home page or article DOI
    • Article must include the following statement: 'This article may not exactly replicate the final version published in the APA journal. It is not the copy of record.'
    • Publisher's version/PDF cannot be used
    • APA will submit NIH author articles to PubMed Central, after author completion of form
  • Classification
    ​ green

Publications in this journal

  • Journal of Educational Psychology 10/2014;
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    ABSTRACT: The current study investigated how perceived popularity and collaboration quality were associated with knowledge gain of adolescents during a collaborative learning task. Participants included 264 children ages 10–12 years (52.3% boys), who collaborated 3 times in same-sex dyads on a computer assignment. Results indicated that the knowledge of the more popular member at Time 1 predicted knowledge gain of the less popular member at Time 2. Furthermore, mutual listening, reported by either member of the dyad, had a positive effect on the knowledge gain of the less popular member, whereas dominance of the more popular member negatively affected the knowledge gain of the less popular member. These findings suggest that prior knowledge of the more popular dyad member affects the learning of the less popular dyad member and that the quality of the collaboration between both dyad members appears to affect the outcome for the less popular dyad member; more mutual listening and less dominance presumably ensures equal participation and likely increases the chances of the less popular dyad member to participate sufficiently in the collaboration process.
    Journal of Educational Psychology 10/2014;
  • Journal of Educational Psychology 08/2014; 106(3):799-814.
  • Journal of Educational Psychology 08/2014; 106(3):711-729.
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    ABSTRACT: The role of time on task (TOT) for students’ attainment in a low-stakes assessment of cross-curricular skills was examined using the log data collected in the computer-based assessment (CBA). Two structural equation models were compared: Model 1, in which students’ test scores were explained by grade point average (GPA) together with mastery and detrimental motivational attitudes, and Model 2, in which TOT was added to the model to mediate the effects of GPA and the 2 motivational constructs. Fitting the models to nationally representative data of 4,249 Finnish 9th graders (Mage = 15.92 years) confirmed the hypothesis that investment of time plays a key role in explaining test scores in low-stakes assessment even when prior ability (GPA) is taken into account. It was also confirmed that the effects of the detrimental attitudes on students’ attainment were mediated by TOT. The study makes an important contribution to research regarding the role of motivational attitudes and TOT in low-stakes assessment, which is vital for the use of the assessment results in national and international benchmarking. It is concluded that log data provide a functional way to investigate time investment in CBA as an indicator for students’ effort, yielding relevant implications for educational psychologists. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
    Journal of Educational Psychology 08/2014; 106(3):627-638.
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    ABSTRACT: This cross-sectional study examines the importance of English phonological and orthographic processing skills to English word reading and spelling in 3 groups of younger (8–9 years) and older (11–12 years) children from different language backgrounds: English monolingual, English first language (L1)– Mandarin second language (L2), and Mandarin L1–English L2. Results showed that performance on tasks of English phonological and orthographic processing was dependent on age and language background status. Both English monolingual and English-L1 children had better phonological processing skills compared to the Mandarin-L1 children, while the younger bilingual children had better orthographic processing skills compared to the English monolingual children. Separate regression analyses found that different skills contributed to English word reading and spelling for each language background group and within each age group. Orthographic processing was the only significant predictor of word reading and spelling for the English monolingual children. In contrast, phonological processing skills were important for word reading for the bilingual children and for spelling for the younger bilingual children. Though the predictors of word reading remained the same across age groups for all language groups, the predictors of spelling were different between the younger and older bilingual children. These findings support previous research on the influence of bilingual children’s early linguistic experience on L2 English literacy acquisition and question whether bilingual children follow similar stages to learning English as English monolinguals. Educational implications for bilingual learners are discussed.
    Journal of Educational Psychology 05/2014;
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    ABSTRACT: Despite the fact that most competence-relevant settings are socially relevant settings, the interpersonal effects of achievement goals have been understudied. This is all the more surprising in the case of performance goals, for which self-competence is assessed using an other-referenced standard. In the present research, performance-goals are conceived as a social tool for regulating interpersonal behaviors with more competent others. In the confrontation with a more (vs. equally) competent disagreeing partner, performance-approach goals (focus on approaching normative competence) should be associated with more dominant behavior, i.e., competitive conflict regulation, whereas performance-avoidance goals (focus on avoiding normative incompetence) should be associated with more submissive behavior, i.e., protective conflict regulation. Four studies give support to these predictions with self-reported conflict regulation measures (Study 1 and 3), evaluation of models associated to self-confirmation and compliance (Study 2) and conflict regulation behaviors (Study 4). Theoretical contributions to both the literature on achievement goals and that on socio-cognitive conflict, as well as practical implications for the issue of competence asymmetry in educational settings, are discussed.
    Journal of Educational Psychology 05/2014; in press.
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    ABSTRACT: The primary aim of this group randomized trial was to test the efficacy of INSIGHTS Into Children’s Temperament (INSIGHTS) in increasing the academic achievement and sustained attention and reducing the disruptive behavior problems of low-income kindergarten and 1st grade children. Twenty-two urban elementary schools serving low-income families were randomly assigned to INSIGHTS or a supplemental reading program that served as an attention-control condition. Data on 435 students in 122 classrooms were collected at 5 time points across kindergarten and 1st grade. Students received intervention in the 2nd half of kindergarten and the 1st half of 1st grade. Their teachers and parents participated in the program at the same time. Two-level hierarchical linear models were used to examine both within- and between-child changes in achievement across kindergarten and 1st grades. Results revealed that children enrolled in INSIGHTS experienced growth in math and reading achievement and sustained attention that was significantly faster than that of children enrolled in the supplemental reading program. In addition, although children participating in INSIGHTS evidenced decreases in behavior problems over time, children enrolled in the supplemental reading program demonstrated increases. Effects on math and reading were partially mediated through a reduction in behavior problems, and effects on reading were partially mediated through an improvement in sustained attention. Results indicate that INSIGHTS enhances the academic development of early elementary school children and supports the need for policies that provide social-emotional intervention for children at risk for academic problems.
    Journal of Educational Psychology 04/2014;