Journal of Applied Developmental Psychology Impact Factor & Information

Publisher: Elsevier

Journal description

The Journal of Applied Developmental Psychology provides a forum for the presentation of conceptual, methodological, policy, and research studies involved in the application of behavioral science research in developmental and life span psychology. The Journal publishes quality papers from an interdisciplinary perspective focusing on a broad array of social issues. The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual's behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly, the Journal demonstrates how knowledge gained from research can be applied to policy making and to educational, clinical, and social settings.

Current impact factor: 1.85

Impact Factor Rankings

2015 Impact Factor Available summer 2016
2009 Impact Factor 1.155

Additional details

5-year impact 2.45
Cited half-life 7.70
Immediacy index 0.56
Eigenfactor 0.00
Article influence 0.94
Website Journal of Applied Developmental Psychology website
Other titles Journal of applied developmental psychology (Online)
ISSN 0193-3973
OCLC 43351172
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details


  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Authors pre-print on any website, including arXiv and RePEC
    • Author's post-print on author's personal website immediately
    • Author's post-print on open access repository after an embargo period of between 12 months and 48 months
    • Permitted deposit due to Funding Body, Institutional and Governmental policy or mandate, may be required to comply with embargo periods of 12 months to 48 months
    • Author's post-print may be used to update arXiv and RepEC
    • Publisher's version/PDF cannot be used
    • Must link to publisher version with DOI
    • Author's post-print must be released with a Creative Commons Attribution Non-Commercial No Derivatives License
    • Publisher last reviewed on 03/06/2015
  • Classification
    ​ green

Publications in this journal

  • Journal of Applied Developmental Psychology 11/2015; 41:60-70. DOI:10.1016/j.appdev.2015.06.004
  • Journal of Applied Developmental Psychology 11/2015; 41:46-59. DOI:10.1016/j.appdev.2015.06.002
  • Journal of Applied Developmental Psychology 11/2015; 41:71-77. DOI:10.1016/j.appdev.2015.08.003
  • Journal of Applied Developmental Psychology 11/2015; 41:28-37. DOI:10.1016/j.appdev.2015.05.001
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    ABSTRACT: Study aims were to: (1) evaluate the association between bully/victim profiles, derived via latent profile analysis (LPA), and changes in peer acceptance from the fall to spring of 7(th) grade, and (2) investigate the likelihood of friendlessness, and the protective function of mutual friendship, among identified profiles. Participants were 2,587 7(th) graders; peer nomination and rating-scale data were collected in the fall and spring. Four profiles, including bullies, victims, bully-victims, and uninvolved adolescents, were identified at each time point. Findings showed that for victims, more so than for bullies and uninvolved profiles, acceptance scores worsened over time. Results further revealed that bully-victim and victim profiles included a greater proportion of friendless youth relative to the bully profile, which, in turn, contained a greater proportion of friendless adolescents than the uninvolved profile. Findings also provided evidence for the buffering role of friendship among all bully/victim profiles and among bully-victims especially.
    Journal of Applied Developmental Psychology 11/2015; 41:38-45. DOI:10.1016/j.appdev.2015.05.002
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    ABSTRACT: With high rates of migration worldwide in the past decade, industrialized nations have witnessed substantial growth in the diversity of their populations and challenges to the civic and political status quo. This paper focuses on France, among the top countries sought by immigrants. Survey data were collected from 632 students from four ethnically diverse high schools in the Paris region, of whom 362 were between ages 14 and 17. We examine patterns of anticipated involvement in three indices of political and civic engagement, with the goal of identifying the characteristics that significantly contribute to explaining each. Results showed that most demographic characteristics are relatively weak in explaining the outcomes. Knowledge and attitudes developed in school, along with the effects of contact with family, peers, and more distal contexts, are important antecedents of political and civic engagement, although the magnitude of the effects differs for males and females.
    Journal of Applied Developmental Psychology 08/2015; 39. DOI:10.1016/j.appdev.2015.04.010
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    ABSTRACT: This study examined the longitudinal association between teachers' broad attunement to students’ peer group memberships and students’ social centrality and status in early elementary classrooms in a sample of 276 first – third graders and 20 teachers. We further examined the value added when considering teachers' precise attunement to students’ individual peer group affiliates. Social cognitive mapping (SCM) procedures were used to generate and compare students’ and teachers’ reports of peer groups to assess teacher attunement and students’ centrality; peer nominations assessed students’ social preference and popularity. Results indicated early elementary teachers’ attunement is limited. Findings substantiated the value in distinguishing between teachers' broad and precise attunement, indicating that teachers’ broad attunement to peer group memberships is important for popularity, whereas precise attunement to individual students' affiliates matters for centrality. Implications for the contribution of teacher attunement to students’ centrality and status are discussed in relation to teachers’ invisible hand.
    Journal of Applied Developmental Psychology 08/2015; 39. DOI:10.1016/j.appdev.2015.04.007
  • Journal of Applied Developmental Psychology 07/2015; DOI:10.1016/j.appdev.2015.06.005
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    ABSTRACT: The current study examines how Latino adolescents’ daily cybervictimization experiences are associated with their emotional and physical well-being and school adjustment. Latino high school students (N = 118) completed daily checklists across five consecutive school days. Hierarchical linear modeling results revealed that daily cybervictimization experiences were associated with greater feelings of distress, anger, shame and physical symptoms. Moderation analyses showed gender differences such that the daily level associations with distress and anger were significant for Latinas but not Latino adolescents. Daily cybervictimization experiences were also related to increased school attendance problems such as arriving late to class or skipping a class. Mediation models indicated that daily feelings of distress accounted for the association between single episodes of cybervictimization and attendance problems. The results address several voids in the cybervictimization literature and demonstrate that a discrete encounter of victimization online is associated with compromised well-being and school adjustment among Latino adolescents.
    Journal of Applied Developmental Psychology 06/2015; 38. DOI:10.1016/j.appdev.2015.04.003
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    ABSTRACT: This study examines associations between maternal and paternal sensitive parenting and child cognitive development across the first 3 years of life using longitudinal data from 630 families with co-residing biological mothers and fathers. Sensitive parenting was measured by observational coding of parent-child interactions and child cognitive development was assessed with the Bayley Scales of Infant Development and the Wechsler Preschool and Primary Scales of Intelligence. There were multiple direct and indirect associations between parenting and cognitive development across mothers and fathers, suggesting primary effects, carry-forward effects, spillover effects across parents, and transactional effects across parents and children. Associations between parenting and cognitive development were statistically consistent across mothers and fathers, and the cumulative effects of early parenting on later cognitive development were comparable to the effects of later parenting on later cognitive development. As interpreted through a family systems framework, findings suggest additive and interdependent effects across parents and children.
    Journal of Applied Developmental Psychology 05/2015; 38:1-10. DOI:10.1016/j.appdev.2015.01.001