Journal of Educational Psychology (J EDUC PSYCHOL )

Publisher: American Psychological Association, American Psychological Association


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
  • Cited half-life
  • Immediacy index
  • Eigenfactor
  • Article influence
  • Website
    Journal of Educational Psychology website
  • Other titles
    Journal of educational psychology
  • ISSN
  • OCLC
  • 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: 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.
  • [Show abstract] [Hide abstract]
    ABSTRACT: Complex problem solving (CPS) as a cross-curricular competence has recently attracted more attention in educational psychology as indicated by its implementation in international educational large-scale assessments such as the Programme for International Student Assessment. However, research on the development of CPS is scarce, and the few existing studies are cross-sectional. Therefore, the present study analyzed CPS development with longitudinal data on adolescent students collected over a period of 2 years. CPS development was estimated with latent growth curve models, and fluid reasoning, age, and sex served as predictors. CPS growth patterns were positive and linear and were positively related to fluid reasoning. Older students performed better on initial CPS but exhibited smaller increases (i.e., less development) in CPS performance. No meaningful sex differences in initial CPS or CPS development were found except that boys showed slightly better initial performance on the CPS dimension knowledge application. These results present an important first step in the investigation of CPS development.
    Journal of Educational Psychology 11/2014; 106(4):1004-1020.
  • Journal of Educational Psychology 10/2014;
  • [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;
  • Journal of Educational Psychology 08/2014;
  • Journal of Educational Psychology 08/2014; 106(3):799-814.
  • [Show abstract] [Hide abstract]
    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;
  • [Show abstract] [Hide abstract]
    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.