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 2015
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

Elsevier

  • 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

  • [Show abstract] [Hide abstract]
    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
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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
  • Journal of Applied Developmental Psychology 05/2015; 38:70-71. DOI:10.1016/j.appdev.2014.11.003
  • Journal of Applied Developmental Psychology 04/2015; DOI:10.1016/j.appdev.2015.04.004
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    ABSTRACT: Youth-focused comprehensive community initiatives (CCIs) exist to create the conditions so all young people may have the developmental supports needed to thrive. Research shows alignment is a key ingredient for meaningful change in a community. The current study discusses the theoretical basis for the importance of alignment, and provides a method to measure alignment of perceived needs in the community using semi-structured interview data. Our results suggest a method of using the perceptions of multiple stakeholders to reveal that there are alignments and misalignments across the levels of a community. Direct service providers (DSP) and families had the most alignment, while the least alignment was between the CCI leadership and families. Further, DSP and families stressed basic needs (such as needing to pay bills and buy food, or needing transportation), while CCI leadership stressed the need for the creation and/or implementation of academic programmatic efforts to ensure positive developmental outcomes.
    Journal of Applied Developmental Psychology 04/2015; DOI:10.1016/j.appdev.2015.02.002