Journal of Educational Psychology (J EDUC PSYCHOL)
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: 3.52
Impact Factor Rankings
|2015 Impact Factor||Available summer 2016|
|2009 Impact Factor||2.73|
|Website||Journal of Educational Psychology website|
|Other titles||Journal of educational psychology|
|Material type||Periodical, Internet resource|
|Document type||Journal / Magazine / Newspaper, Internet Resource|
- Author can archive a pre-print version
- Author can archive a post-print version
- Authors' pre-print on a web-site
- Authors' 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
- Authors' post-print on author's web-site, employers server or institutional repository, 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
Publications in this journal
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ABSTRACT: Previous studies have suggested that word processing in English as a second language (L2) is affected by first language (L1) orthographic features. However, little is known about what affects L2 Chinese character processing in adult Chinese learners with different L1 orthographies such as Japanese, Korean, and English. With a picture-character mapping task, we found that when no cue was provided, the Japanese and Korean groups used semantic and phonetic radicals equally, whereas the English group preferred semantic radicals. With semantic (or phonetic) cues, all 3 groups showed increased use of semantic (phonetic) radicals, but the English group benefited less from phonetic cues than the Korean group, and the Japanese group benefited more from semantic cues than the other 2 groups. These results support a non-native Chinese character processing model (NCCP), which reflects the properties of the Chinese writing system and assumes a dynamic interaction between L1–L2 orthographies and learners’ instructional experience. (PsycINFO Database Record (c) 2015 APA, all rights reserved)Journal of Educational Psychology 10/2015; DOI:10.1037/edu0000083
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ABSTRACT: Stull, A. T., & Hegarty, M. (2015, October 12). Model Manipulation and Learning: Fostering Representational Competence With Virtual and Concrete Models. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000077 This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3 intervention conditions: with concrete models, with virtual models, or without models. Following the intervention, diagram translation accuracy was measured in 3 posttests, which were with models, without models, and after a 7-day delay. The virtual models in the 2 experiments differed in the level of congruence between the actions performed with the input device and the resulting movement of the virtual model. Study 1 used a low congruence interface and Study 2 used a high congruence interface. Students learned more when models were available. In terms of learning outcomes, model-based feedback was superior to verbal-feedback alone, models served as a learning scaffold rather than a crutch, and learning with model-based feedback was resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in promoting learning, and action congruence of the interface did not affect learning. The results are discussed with respect to their implications for instruction in organic chemistry and science, technology, engineering, and mathematics disciplines more generally.Journal of Educational Psychology 10/2015; DOI:10.1037/edu0000077
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ABSTRACT: The main purpose of the study was to study the students' perception towards teachers' depth of content knowledge,teachers' skill of using instructional strategies, diagnosis of learning difficulties and teachers' knowledge of students' understanding in relation to their professional health. The total numbers of students' of different Indian Universities were the population of the study. Among them 2000 (two thousand) students and 500 (five hundred) University teachers from the population were the Selected sample of the study. All the samples were collected by following random sampling techniques. The present study was an survey by mean of enquiring the present status of learners' perception of teachers' depth of content knowledge, teachers' skill of using instructional objective, diagnosis of learning difficulties and knowledge of students understanding as the instruments for professional health check up at University level. It indicated that there was a positive significant relationship between students' perception of teachers' depth of content knowledge, teachers' skill of using instructional objective, diagnosis of learning difficulties and knowledge of students understanding on professional health check-up. It was resulted that students' perception of teachers' depth of content knowledge, skill of using instructional objective, diagnosis of learning difficulties and knowledge of students understanding were the predictors of teachers' professional health check-up. Therefore, teacher should be aware and they should increase their overall depth of knowledge for the flexible teaching learning process. It is necessary to conduct investigation regarding all teachers' depth of knowledge, Academic career and the relation with age and gender.Journal of Educational Psychology 05/2015; 8(4):25-38.
Data provided are for informational purposes only. Although carefully collected, accuracy cannot be guaranteed. The impact factor represents a rough estimation of the journal's impact factor and does not reflect the actual current impact factor. Publisher conditions are provided by RoMEO. Differing provisions from the publisher's actual policy or licence agreement may be applicable.