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

Publications in this journal

  • Journal of Applied Developmental Psychology 11/2015; 41:60-70. DOI:10.1016/j.appdev.2015.06.004
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    ABSTRACT: Although procedural and conceptual math instruction have been linked to children's math achievement in elementary school, the extant research provides an inconsistent developmental picture of how children respond to a variety of instructional inputs from kindergarten through 5th grade. Using data from a large, longitudinal sample, the ECLS-K ( n= ~. 7600), this study considered how within-child changes in exposure to procedural and conceptual approaches are additively and interactively linked to corresponding changes in children's math achievement across elementary school. Specifically, this investigation examined whether these instructional associations with math achievement change as children progress from kindergarten to 5th grade. Significant two- and three-way interactions between instructional approach and longitudinal time were detected. Although an emphasis on procedural instruction was most positively linked to achievement for kindergarteners, a combination of both conceptual and procedural instruction was more beneficial for 5th graders' achievement. Implications for practice are discussed.
    Journal of Applied Developmental Psychology 11/2015; 41:46-59. DOI:10.1016/j.appdev.2015.06.002
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    ABSTRACT: The present study examined the extent to which perceived racial/ethnic discrimination at school was directly and indirectly (via parenting practices) related to academic adjustment among racial and ethnic minority adolescents. Participants (58% female) were 208 minority students (63% African American, 19% Latino, 18% Multiracial) in grades 6-8 from an urban middle school in the Midwestern United States. In the fall (Time 1) and subsequent spring (Time 2) of the school year, youth completed in-school surveys with items on discrimination experiences, parental monitoring, and academic outcomes (intrinsic motivation, school self-esteem, commitment to learning, school bonding). Results from mediation analyses revealed that experiences with discrimination were in part related to academic outcomes through their effect on parental monitoring, and showed that exposure to discrimination predicted lower levels of parental monitoring, which in turn predicted lower levels of academic motivation and school engagement.
    Journal of Applied Developmental Psychology 11/2015; 41:71-77. DOI:10.1016/j.appdev.2015.08.003
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    ABSTRACT: In a 10-year longitudinal study, the developmental course of internalizing and externalizing symptoms was investigated in a group of 98 individuals who exhibited different ego development trajectories from adolescence into emerging adulthood. This study explored whether an increase or a decrease in psychopathological symptomatology was associated with different ego development progressions in conjunction with the use of certain coping behaviors. In general, the study revealed that increases in ego development and the use of adaptive coping behavior were associated with a decrease in symptomatology over time. Ego developmental trajectories with a very steep progression were linked with maladaptive coping and resulted in more internalizing and externalizing symptoms and less marked decrease in externalizing symptoms over time. Consequently, approaches to understanding and explaining psychopathology in the transition period should focus on individuals' self-perceived developmental speeds in psychosocial maturity in order to explain different outcomes in psychopathology.
    Journal of Applied Developmental Psychology 11/2015; 41:110-119. DOI:10.1016/j.appdev.2015.09.003

  • Journal of Applied Developmental Psychology 11/2015; 41:28-37. DOI:10.1016/j.appdev.2015.05.001
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    ABSTRACT: The current study modeled the simultaneous development of ethnic-racial identity (ERI) exploration and resolution for Latino adolescents (n=323, Mage at T1=15.31, SDage=.76; 49.5% female) from 9th to 12th grade. Three theoretically supported ERI trajectories emerged, including (1) high and significantly increasing exploration and resolution (i.e., "Increasingly Achieved"), (2) low and stable exploration and resolution (i.e., "Consistently Diffused"), and (3) low exploration and moderate resolution that were both stable over time (i.e., "Consistently Foreclosed"). Increasingly achieved was the most common trajectory. High levels of family ethnic socialization promoted membership into this trajectory class (relative to others) most strongly. Implications for advancing understandings of ERI development and the role of family ethnic socialization among Latino youth, as well as the focus and timing of possible intervention efforts, are discussed.
    Journal of Applied Developmental Psychology 11/2015; 41:90-98. DOI:10.1016/j.appdev.2015.09.002
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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: In this concluding article, we summarize the body of articles in this special issue to identify and explore themes for the next wave of research and practice in CCIs. We suggest that these articles reveal that while evaluation, data, and assessments are a powerful way to frame clear, actionable tactics within complex systems, any efforts to be data-driven in CCIs must be grounded in strong relationships built on trust between stakeholders. We propose that people who wish to use data more effectively in the work of CCIs should not take the position of the removed analyst, but rather that of an engaged, data-informed leader, taking responsibility for enabling members of the CCI to build and maintain the relationships and collective identity of the CCI. To explore this proposal, we articulate a vision for what data-informed CCI leadership could look like, based on theories of sense-making grounded in developmental science. We then examine how these theories play out in real-life using examples of how three CCI leaders have tried to engage in data-driven work. Finally, we propose implications of this conception of leadership for collaborative, community-based efforts in the future.
    Journal of Applied Developmental Psychology 09/2015; 40:57-62. DOI:10.1016/j.appdev.2015.07.002
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    ABSTRACT: Say Yes to Education is a national non-profit committed to dramatically increasing high school and college graduation rates for inner-city youth. An educational foundation equipped with resources and a vision of change, Say Yes is defining a different approach to city-wide turnaround, and youth developmental and achievement outcomes are the measures of success. The foundation has developed an education improvement model that involves community wide collaboration, incorporates curriculum, instruction, social emotional, and health supports into a coherent approach, and uses data to inform intervention and planning. Say Yes has been engaged in scaling implementation at the community level in two cities. These initiatives are unique ventures in the degree to which community stakeholders have organized around a single initiative, refocusing their resources to support Say Yes change strategies. This study attempts to understand both the local conditions necessary and the strategies used by Say Yes to engage community in youth-focused change.
    Journal of Applied Developmental Psychology 09/2015; 40:47-56. DOI:10.1016/j.appdev.2015.04.011

  • Journal of Applied Developmental Psychology 09/2015; DOI:10.1016/j.appdev.2015.08.001
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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