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: 3.52

Impact Factor Rankings

2016 Impact Factor Available summer 2017
2009 Impact Factor 2.73

Additional details

5-year impact 4.93
Cited half-life >10.0
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
    • Authors' pre-print on a web-site
    • Authors' 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
    • Authors' post-print on author's web-site, employers server or institutional repository, 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

Publications in this journal

  • [Show abstract] [Hide abstract]
    ABSTRACT: This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory [WM], rapid naming, random letter and number generation, and teacher ratings of inattention) in both Spanish and English. These same measures were administered 1 and 2 years later. Four important findings occurred. First, 4 latent classes emerged (nonbalanced bilinguals-good readers, balanced bilinguals-good readers, reading disabled, and classroom inattentive children) across all 3 testing waves. Second, probability estimates indicated that 23% of the total sample was at risk, and approximately 10% of the inattentive class transitioned into the RD risk class by Wave 3. Third, phonological process were primary predictive of latent classes at Wave 1, whereas working memory measures emerged as predictive at Waves 2 and 3. Finally, the best model for correctly predicting the odds of being correctly classified as RD at the final testing wave included measures of Spanish phonological processing, Spanish naming speed, English and Spanish oral language, English verbal WM, and visual-spatial WM. The results support the notion that statistically distinct and stable latent classes emerge under the umbrella of reading proficiency, and that children at risk for RD can be separated among a heterogeneous sample of children who are English language learners. (PsycINFO Database Record
    No preview · Article · Jan 2016 · Journal of Educational Psychology
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    ABSTRACT: A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality writing is typically associated with decreased levels of text narrativity and readability. In this study, the authors present the hypothesis that writing proficiency is associated with an individual's flexible use of linguistic properties, rather than simply the consistent use of a particular set of linguistic properties. To test this hypothesis, the authors leveraged both natural language processing and dynamic methodologies to capture variability in students' use of narrative style across multiple essay prompts. Forty-five high school students wrote 16 essays across 8 laboratory sessions. Natural language processing techniques were first used to calculate the narrativity of each essay. Random walk and Euclidian distance measures were then used to visualize and classify students' flexibility in narrativity across essays. The results support the hypotheses that students who were flexible in their use of narrativity also wrote essays that were rated as having higher quality, whereas inflexible writers tended to write lower quality essays. Additionally, more flexible writers performed higher than the more inflexible writers on general assessments of literacy and prior knowledge. These results are important for researchers and educators, as they indicate that the link between textual properties and writing quality may fluctuate according to the context of a given writing assignment. (PsycINFO Database Record
    No preview · Article · Jan 2016 · Journal of Educational Psychology
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    ABSTRACT: Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (PsycINFO Database Record
    No preview · Article · Jan 2016 · Journal of Educational Psychology
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    ABSTRACT: Research has shown that early interventions are most successful when they have a comprehensive focus that is individualized to children's needs. The present study employed a person-centered approach to identify profiles, or subgroups, of children displaying early patterns of peer play behaviors in an ethnically and linguistically diverse Head Start program, and examined the academic trajectories of these children during one school year. Four profile groups were identified, and analyses revealed that these profiles were invariant across ethnicity and dual language learner status. Most children were represented in a group who engaged in behaviors that facilitated peer interactions. These children had the highest academic skills across the preschool year. Interestingly, children in a profile characterized by a combination of play interaction skills and play disruption had the second highest academic skills throughout the year compared with children in a profile characterized by below-average play interaction skills but low disruptive behavior during play. A small number of children were represented in a profile characterized by low interactive, disconnected, and high disruptive behavior with peers and had the lowest academic skills throughout the year. The mean differences in academic skills across profiles of peer play behaviors remained the same across the year. These findings have implications for future research and educational practice surrounding the role of peer play in the Head Start classroom. (PsycINFO Database Record
    No preview · Article · Jan 2016 · Journal of Educational Psychology
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    ABSTRACT: Reading comprehension growth trajectories from 3rd to 7th grade were estimated for 99,919 students on a state reading comprehension assessment. We examined whether differences between students in general education (GE) and groups of students identified as exceptional learners were best characterized as stable, widening, or narrowing. The groups included students with disabilities (SWD) from 8 exceptionality groups and 2 groups of academically gifted students (AG). Initial reading comprehension achievement differed for all exceptionalities. Controlling for sociodemographic variables, small, but statistically significant differences in growth rate were observed, with SWD groups growing more rapidly and AG groups growing more slowly than GE students. Given that differences in growth for SWD were small relative to the magnitude of the initial achievement gaps, the observed pattern of growth was one of stable differences. There was evidence of some narrowing of the achievement gap for students identified with learning disabilities in reading. The findings were interpreted within the simple view of reading where increases in word recognition skills for SWD in the grade range examined may have accounted for their more rapid growth in reading comprehension relative to GE students. The findings suggest that similar expectations for rate of reading growth for GE students and SWD might be incorporated into growth-based accountability models, but they also suggest that reading comprehension growth sufficient to have an impact on SWD achievement gaps does not routinely occur in typical educational practice. (PsycINFO Database Record
    No preview · Article · Jan 2016 · Journal of Educational Psychology