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; DOI:10.1037/edu0000036
  • [Show abstract] [Hide abstract]
    ABSTRACT: Increasing attention is being given to the role of a positive school interpersonal climate in children’s school functioning and social–emotional development. Children’s perceptions are commonly used to measure the interpersonal school climate, but the individual and contextual characteristics that contribute to variation in children’s perceptions remain unclear. This study examines the direct and interactive effects of multiple individual child characteristics and school-level interpersonal climate on elementary schoolchildren’s perceptions of negative interpersonal climate and feeling afraid at school. Demographic, social–cognitive, behavioral, and academic characteristics are examined at the individual level. School context variables capturing interpersonal climate include school-level aggregated children’s perceptions of negative climate and teacher perceptions of student respect, safety and teacher affiliation. Data come from 4,016 4th graders from 83 public elementary schools. At the child level, results indicate that children’s empathy, victimization, and academic competence explained significant variation in at least 1 of the 2 outcomes in the expected direction. Girls also reported feeling more afraid. The associations for Black children between victimization and climate and behavioral problems and climate were weaker. For Hispanic children, the association was weaker between academic competence and feeling afraid and stronger between engagement and feeling afraid. At the school level, aggregated children’s perceptions of climate were most strongly associated with both outcomes. Teacher affiliation and teacher-rated student respect–safety moderated the association between engagement and children’s perceptions of negative interpersonal climate. These interactions are discussed in relation to existing theory and research, as are implications for policy and future research.
    Journal of Educational Psychology 03/2015; DOI:10.1037/edu0000027
  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated moderating effects of classroom friendship network structures (centralization and density), teacher-student attunement on aggression and popularity, and gender on changes in the social status of aggression over 1 school year. Longitudinal multilevel analyses with 2 time points (fall and spring) were conducted on a sample of 856 fourth and fifth graders from 45 classrooms. Aggressive boys lost social status over time in classrooms where friendship networks were egalitarian (not centralized) and dense (with many friendship ties) and where the teacher and students were attuned to (shared perceptions about) who in their classroom was aggressive and popular. There were no effects for girls. Educational implications and prospects for setting-level theory, measurement, and intervention are discussed.
    Journal of Educational Psychology 11/2014; 106(4):1144-1155. DOI:10.1037/a0036091
  • [Show abstract] [Hide abstract]
    ABSTRACT: In the course of tutoring, tutors have the opportunity to formatively assess a tutee's understanding. The information gathered by engaging in formative assessment can be used by tutors not only to adapt instruction in order to enhance learning but also to form a summative judgment in order to document a tutee's learning after tutoring. We report about an empirical study with 46 tutor-tutee dyads that examined a tutor's formative assessment in response to a tutee's knowledge deficits. The results showed that formative assessment during tutoring supported learning and improved the accuracy with which tutors summatively assessed a tutee's understanding after tutoring. At the same time, formative assessment was more pronounced in response to knowledge deficits that resulted from a tutor's deliberate elicitation of a tutee's understanding than in response to knowledge deficits that tutees spontaneously expressed on their own initiative. In addition, tutors with teaching experience not only caused tutees to express more knowledge deficits but also more often engaged in formative assessment in response to knowledge deficits than did tutors without teaching experience. This difference also explained why tutors with teaching experience were more accurate than tutors without teaching experience in summatively assessing a tutee's understanding after tutoring. Our findings suggest that the learning potential of knowledge deficits that tutees express largely depends on a tutor's formative assessment. In addition, when tutors engage in formative assessment they are able to form a more accurate picture of what a tutee has learned after tutoring.
    Journal of Educational Psychology 11/2014; 106(4):934-945. DOI:10.1037/a0036076