Educational Psychologist

Educational Psychologist

Published by Taylor & Francis

Online ISSN: 1532-6985

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Print ISSN: 0046-1520

Journal websiteAuthor guidelines

Top-read articles

96 reads in the past 30 days

The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research

December 2023

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1,207 Reads

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17 Citations

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Download

35 reads in the past 30 days

Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions

December 2024

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120 Reads

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2 Citations

Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex, interact, and must be coordinated by readers. Contemporary models of reading are more integrative, appealing to executive functions (EFs) to explain readers’ handling of complexity, but are similarly limited by dichotomous conceptions of EFs as separate from reading processes. We critique these dominant perspectives and urge a shift toward integrative conceptions of executive control within reading, aligned with work in other fields. As part of this critique, we conducted a meta-analysis of EF intervention effects on reading (31 studies, 109 comparisons) in 2,010 first through eighth-grade students; findings suggested that targeting reading-specific EFs significantly improves reading and confirms prior null effects of domain-general EF interventions on reading. Consideration of EFs’ roles in the science of reading may be particularly important for addressing individual differences in reading and optimizing opportunities for reading achievement for all students. Future challenges for educational psychologists will be to determine domain-specific ways executive control occurs within reading, and ultimately, develop tasks and interventions to improve reading-specific EF processes for students who need such support.

Aims and scope


Educational Psychologist publishes on topics such as new educational concepts, educational practices, teaching methods and historical examinations of textbooks.

  • Educational Psychologist publishes articles related to the psychology of learning and instruction.
  • Articles in this journal may adopt one or more lenses or perspectives on educational psychology, from a focus upon psychological mechanisms through social and societal phenomena related to the psychology of learning and instruction.
  • This journal publishes theoretical and conceptual articles as well as reviews and meta-analyses that make significant contributions to theory or the methods used to explore such theory, lead the field in new directions, and advance understanding of issues, problems, policy, and research related to all aspects of educational psychology.
  • The journal does not publish articles whose primary purpose is to report the methods and results of an empirical study.
  • To be considered for publication, all manuscripts, including reviews and …

For a full list of the subject areas this journal covers, please visit the journal website.

Recent articles


Reimaging productive disciplinary engagement and expansive framing: A synthesis of equity-oriented scholarship
  • Article

January 2025

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8 Reads





Considering roles of executive functions in the science of reading: A meta-analysis highlighting promises and challenges of reading-specific executive functions
  • Article
  • Full-text available

December 2024

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120 Reads

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2 Citations

Theoretical perspectives within disciplinary fields are often characterized by initially dichotomous frameworks that become more integrative over time. Indeed, popular discourse on the Science of Reading emphasizes dichotomous contributions of word reading and language comprehension to reading. Yet, these skill sets are inherently complex, interact, and must be coordinated by readers. Contemporary models of reading are more integrative, appealing to executive functions (EFs) to explain readers’ handling of complexity, but are similarly limited by dichotomous conceptions of EFs as separate from reading processes. We critique these dominant perspectives and urge a shift toward integrative conceptions of executive control within reading, aligned with work in other fields. As part of this critique, we conducted a meta-analysis of EF intervention effects on reading (31 studies, 109 comparisons) in 2,010 first through eighth-grade students; findings suggested that targeting reading-specific EFs significantly improves reading and confirms prior null effects of domain-general EF interventions on reading. Consideration of EFs’ roles in the science of reading may be particularly important for addressing individual differences in reading and optimizing opportunities for reading achievement for all students. Future challenges for educational psychologists will be to determine domain-specific ways executive control occurs within reading, and ultimately, develop tasks and interventions to improve reading-specific EF processes for students who need such support.






Educational Psychologist ISSN: (Print) ( Prioritizing equitable social outcomes with and for diverse readers: A conceptual framework for the development and use of justice-based reading assessment

November 2024

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46 Reads

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4 Citations

Scholarship on the science of reading (SoR) has, in some instances, taken up more narrow views of reading in discussions and instantiations of reading assessment that do not center equity and justice, especially in schools. This can lead to less valid and even harmful reading assessment, especially for students from historically marginalized communities with diverse language, cultural, and neurological differences. Here, we draw on critically-minded reading research, as well as on work in equity-oriented educational assessment, to inform a justice-based reading assessment framework that can guide research, theory, policy, and practice. Using an equity-oriented and justice-based lens, the framework outlines three interwoven components: (1) relational and humanizing assessment practices; (2) justice-based products and outcomes; and, (3) a critical construct of reading. The framework compels designers, developers, and users to center the needs of rights-holders, and especially those from historically marginalized communities, throughout the assessment process. To do so, the framework outlines five principles that include orienting to equity and justice; prioritizing humanizing and critical assessment practices; grounding assessment in a complex, dynamic, and critical construct of reading for diverse populations; designing for justice-based social consequences, and engaging in critical debrief throughout. These principles guide eight phases of assessment, which we outline in detail. Finally, we discuss conceptual contributions as well as practical implications.




The effectiveness of refutation text in confronting scientific misconceptions: A meta-analysis

August 2024

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187 Reads

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2 Citations

Misinformation around scientific issues is rampant on social media platforms, raising concerns among educators and science communicators. A variety of approaches have been explored to confront this growing threat to science literacy. For example, refutations have been used both proactively as warning labels and in attempts to inoculate against misconceptions, and retroactively to debunk misconceptions and rebut science denialism. Refutations have been used by policy makers and scientists when communicating with the general public, yet little is known about their effectiveness or consequences. Given the interest in refutational approaches, we conducted a comprehensive, pre-registered meta-analysis comparing the effect of refutation texts to non-refutation texts on individuals’ misconceptions about scientific information. We selected 71 articles (53 published and 18 unpublished) that described 76 studies, 111 samples, and 294 effect sizes. We also examined 26 moderators. Overall, our findings show a consistent and statistically significant advantage of refutation texts over non-refutation texts in controlled experiments confronting scientific misconceptions. We also found that moderators neither enhanced nor diminished the impact of the refutation texts. We discuss the implications of using refutations in formal and informal science learning contexts and in science communications from three theoretical perspectives.



A consideration of racial/ethnic diversity conceptualization and measurement: Clarifying ambiguities and advancing scholarship

July 2024

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26 Reads

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1 Citation

There has been little discussion of racial/ethnic diversity conceptualization and measurement in educational and psychological research. With the surge of research on school diversity and its significant social meaning, the lack of clarity on how diversity is conceptualized and operationalized warrants a systematic review. This article (1) reviews diversity concepts in the literature, (2) describes potential conceptual and methodological concerns, (3) proposes an alternative method to measure two specific types of diversity, and (4) highlights considerations for future research and methodology when studying diversity. More specifically, we conducted a systematic review to summarize the available measures that quantify diversity, mapped these measures onto existing diversity definitions, and elaborated on the similarities and differences of the existing diversity indices. Additionally, we proposed a new measure, the Frequentist-based Representative Diversity index, which can capture two different aspects of diversity, is easy to interpret, and potentially broadens the scope of diversity research. Future research directions and recommendations are also discussed.



Results of Egger's test.
Overview of included effect sizes.
Multiple moderator analyses.
The relation between teacher–student interaction and executive function performance in children: A cross-cultural meta-analysis

March 2024

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232 Reads




School segregation and social processes that shape early and middle childhood development

January 2024

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94 Reads

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1 Citation

De facto school segregation, stemming from structural racism, has myriad consequences for children’s development. Extant research documents the implications of segregated schools for children’s academic resources and opportunities, but there is less attention on the social processes that unfold as a result of school segregation, particularly in early and middle childhood. Social processes–including ethnic-racial socialization, stereotyping and prejudice, and intergroup contact–are important mechanisms wherein school segregation affects academic and social development, thereby upholding a recursive cycle of structural racism. We synthesize cross-disciplinary theoretical and empirical research to propose a conceptual framework for how school segregation relates to social processes that shape early and middle childhood development. We conclude with reflections and future directions including prioritizing the social benefits and costs of desegregation for minoritized children, expanding research within an intersectional framework, accounting for structural inequities and injustice in child development research more broadly, and implications for education and learning.





Using a Model of Domain Learning to Understand the Development of Creativity

November 2023

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692 Reads

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12 Citations

Creative thinking is a process through which individuals generate ideas that are simultaneously novel and meaningful within a given social context. Historically, psychologists have closely studied the general creative capacity of young learners, as well as the domain-specific creativity of experts. However, the developmental trajectory from children’s general creativity to experts’ domain-specific creativity remains largely unmapped. In this article, we work to address this issue theoretically by drawing on one established conceptual framework of academic development, the Model of Domain Learning (MDL). The MDL contains specific hypotheses about how learners’ declarative and procedural knowledge, motivation, and performance within a domain change as they learn, and we here delineate our hypothesized ways in which creative thinking could be expected to concomitantly progress throughout that development. We suggest that domain creative thinking develops from a largely self-referenced process when domain knowledge is low, to a more highly socially-referenced process as domain knowledge grows. In addition, we argue that creativity can both support, and be supported by, domain learning and offer specific suggestions for incorporating creative thinking into instruction at each stage of domain learning. We also show that, as learners develop academically within a domain, creative thinking requires a progressively greater investment of time and effort, which contributes to the riskiness of creative innovation and the rareness of creative experts.



Journal metrics


14.3 (2023)

Journal Impact Factor™


11%

Acceptance rate


19.1 (2023)

CiteScore™


5.027 (2023)

SNIP


4.709 (2023)

SJR

Editors