Journal of Educational Psychology (J EDUC PSYCHOL)

Publisher: American Psychological Association, American Psychological Association

Journal 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.

Current impact factor: 3.08

Impact Factor Rankings

2015 Impact Factor Available summer 2015
2009 Impact Factor 2.73

Additional details

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

  • [Show abstract] [Hide abstract]
    ABSTRACT: Solving mathematics story problems requires text comprehension skills. However, previous studies have found few connections between traditional measures of text readability and performance on story problems. We hypothesized that recently developed measures of readability and topic incidence measured by text-mining tools may illuminate associations between text difficulty and problem-solving measures. We used data from 3,216 middle and high school students from 10 schools using the Cognitive Tutor Algebra program; these schools were geographically, socioeconomically, racially, and ethnically diverse. We found that several indicators of the readability and topic of story problems were associated with students’ tendency to give correct answers and request hints in Cognitive Tutor. We further examined the individual skill of writing an algebraic expression from a story scenario, and examined students at the lowest performing schools in the sample only, and found additional associations for these subsets. Key readability and topic categories that were related to problem-solving measures included word difficulty, text length, pronoun use, sentence similarity, and topic familiarity. These findings are discussed in the context of models of mathematics story problem solving and previous research on text comprehension.
    Journal of Educational Psychology 01/2016;
  • [Show abstract] [Hide abstract]
    ABSTRACT: Two studies investigated the importance of initial topic interest (i.e., expectation of interest) and tutors’ autonomy-supportive or controlling instructional styles for students’ motivation and performance in problem-based learning (PBL). In Study 1 (N = 93, a lab experiment), each student participated in a simulated group discussion in which tutor instructions were manipulated to be autonomy supportive, internally controlling, or externally controlling. Controlling tutor instructions led to higher controlled motivation, but autonomy-supportive instructions did not relate to students’ autonomous motivation and performance measures. Higher topic interest resulted in higher autonomous motivation and contributed indirectly to more self-study time and persistence. Self-study time was in turn associated with better test performance. A field study (N = 287, Study 2) supported the findings of Study 1. Tutor-provided autonomy support was unrelated to autonomous motivation, while a controlling instructional style led to higher controlled motivation and negatively affected performance. Again, topic interest positively influenced autonomous motivation and subsequent performance. Both studies demonstrate the importance of students’ initial topic interest for subsequent performance in PBL. Results also indicate that in PBL, tutor-provided autonomy support does not improve autonomous motivation and performance, whereas controlling tutoring can promote controlled motivation and hamper performance. Implications and further research opportunities are discussed. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
    Journal of Educational Psychology 11/2014; 106:919-933. DOI:10.1037/a0037119
  • [Show abstract] [Hide abstract]
    ABSTRACT: Reading for learning frequently requires integrating text and picture information into coherent knowledge structures. This paper presents an experimental study which aimed at analyzing the strategies used by students for integrating text and picture information. Four combinations of texts and pictures (text-picture units) were selected from textbooks on biology and geography each combined with three comprehension test items of different complexity. Item difficulties were assessed in terms of item-response theory and through a cognitive task analysis. The texts, pictures and items were presented to 40 students from grades 5 and 8 from the higher tier and the lower tier of the German school system. Participants were asked to process the material and answer the items. Students’ eye movements were recorded and analyzed in terms of number of fixations on different areas of interest as well as eye-movement transitions between these areas. Results suggest that text and pictures serve fundamentally different functions associated with different processing strategies in goal-directed knowledge acquisition. Texts are more likely to be used for coherence-oriented general processing. They guide the learner’s conceptual analysis of the subject matter which results in a coherent semantic network and initial mental model. Pictures are used as scaffolds for the initial mental model construction. Afterwards, however, they are more likely to be used for task-driven selective processing serving as easily accessible visual representations on demand for item-specific mental model updates.
    Journal of Educational Psychology 11/2014; 106(4):974-989. DOI:10.1037/a0037054
  • [Show abstract] [Hide abstract]
    ABSTRACT: When students read their school text, they may make a coherent mental representation of it that contains coherence relations between the text segments. The construction of such a representation is a prerequisite for learning from texts. This article focuses on the influence of connectives (therefore, furthermore) and layout (continuous placement of sentences vs. each sentence beginning a new line) on the dynamics of the reading process as well as the quality of students' mental representation. The results shed light on the cognitive reading processes of students in secondary education, which allows us to explain effects of text features on off-line comprehension measures. Our eye-tracking data emphasize the importance of connectives: Connectives speed up students' processing, especially when texts have a continuous layout. In contrast, students' processing slows when they read texts with a discontinuous layout. Our data also show a correlation between reading times and scores on bridging inference tasks: Students who read faster have higher comprehension scores. These findings indicate that explicit texts with a continuous layout place fewer processing demands on students' working memory.
    Journal of Educational Psychology 11/2014; DOI:10.1037/a0036293
  • [Show abstract] [Hide abstract]
    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; DOI:10.1037/a0037851
  • Journal of Educational Psychology 08/2014; DOI:10.1037/a0037621
  • [Show abstract] [Hide abstract]
    ABSTRACT: We examined the impact of a teacher-led intervention, implemented during regular classroom instruction and homework, on fourth-grade students' preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. In our quasi-experimental study with intact classrooms, (a) students (n = 266, 12 classrooms) who received regular classroom instruction (REG) were compared with (b) students (n = 268, 12 classrooms) who were taught text reduction strategies (TEXT) and (c) students (n = 229, 9 classrooms) who were introduced to text reduction strategies within the framework of a 7-step cyclical model of self-regulated learning (SRL = TEXT). Participating classrooms were semi-randomly assigned to 1 of the 3 conditions, with the restriction that teachers from one school could not be in different intervention conditions. Both in their posttest and follow-up test results (11 weeks after the intervention), SRL + TEXT students showed a stronger preference for self-regulated learning than students of the 2 other groups. The SRL + TEXT students also identified more main ideas over the course of the intervention. Positive effects on reading comprehension in a standardized test were restricted to students without migration background.
    Journal of Educational Psychology 08/2014; 106(3):799-814. DOI:10.1037/a0036035