About this journal
Aims and scope
2018 CiteScore: 2.52 - values from Scopus
The Journal of Experimental Education publishes basic and applied research studies, in the laboratory as well as in authentic environments, that use the range of quantitative and qualitative methodologies found in the behavioral, cognitive, and social sciences. Published studies span the domains of learning, instruction, and cognition; motivation and social processes; and measurement, statistics, and research design. The journal accepts investigations that address all levels of schooling and a broad variety of educational contexts, including public, private, and informal education in the United States and abroad. The journal’s audience includes researchers and practitioners interested in advancing educational theory and research, improving teaching and learning, and promoting development and well-being.
The journal is divided into three sections: Learning, Instruction, and Cognition; Motivation and Social Processes; and Measurement, Statistics, and Research Design. Authors must indicate in the cover letter to which section they are submitting their manuscript.
Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.
Journal metrics
Usage
- 132K annual downloads/views
Citation metrics
- 2.9 (2023) Impact Factor
- Q1 Impact Factor Best Quartile
- 2.8 (2023) 5 year IF
- 6.7 (2023) CiteScore (Scopus)
- Q1 CiteScore Best Quartile
- 1.624 (2023) SNIP
- 1.136 (2023) SJR
Speed/acceptance
- 26 days avg. from submission to first decision
- 77 days avg. from submission to first post-review decision
- 16 days avg. from acceptance to online publication
- 20% acceptance rate
Understanding and using journal metrics
Journal metrics can be a useful tool for readers, as well as for authors who are deciding where to submit their next manuscript for publication. However, any one metric only tells a part of the story of a journal’s quality and impact. Each metric has its limitations which means that it should never be considered in isolation, and metrics should be used to support and not replace qualitative review.
We strongly recommend that you always use a number of metrics, alongside other qualitative factors such as a journal’s aims & scope, its readership, and a review of past content published in the journal. In addition, a single article should always be assessed on its own merits and never based on the metrics of the journal it was published in.
For more details, please read the Author Services guide to understanding journal metrics.
Journal metrics in brief
Usage and acceptance rate data above are for the last full calendar year and are updated annually in February. Speed data is updated every six months, based on the prior six months. Citation metrics are updated annually mid-year. Please note that some journals do not display all of the following metrics (find out why).
- Usage: the total number of times articles in the journal were viewed by users of Taylor & Francis Online in the previous calendar year, rounded to the nearest thousand.
Citation Metrics
- Impact Factor*: the average number of citations received by articles published in the journal within a two-year window. Only journals in the Clarivate Science Citation Index Expanded (SCIE), Social Sciences Citation Index (SSCI), Arts and Humanities Citation Index (AHCI) and the Emerging Sources Citation Index (ESCI) have an Impact Factor.
- Impact Factor Best Quartile*: the journal’s highest subject category ranking in the Journal Citation Reports. Q1 = 25% of journals with the highest Impact Factors.
- 5 Year Impact Factor*: the average number of citations received by articles in the journal within a five-year window.
- CiteScore (Scopus)†: the average number of citations received by articles in the journal over a four-year period.
- CiteScore Best Quartile†: the journal’s highest CiteScore ranking in a Scopus subject category. Q1 = 25% of journals with the highest CiteScores.
- SNIP (Source Normalized Impact per Paper): the number of citations per paper in the journal, divided by citation potential in the field.
- SJR (Scimago Journal Rank): Average number of (weighted) citations in one year, divided by the number of articles published in the journal in the previous three years.
Speed/acceptance
- From submission to first decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision. Based on manuscripts receiving a first decision in the last six months.
- From submission to first post-review decision: the average (median) number of days for a manuscript submitted to the journal to receive a first decision if it is sent out for peer review. Based on manuscripts receiving a post-review first decision in the last six months.
- From acceptance to online publication: the average (median) number of days from acceptance of a manuscript to online publication of the Version of Record. Based on articles published in the last six months.
- Acceptance rate: articles accepted for publication by the journal in the previous calendar year as percentage of all papers receiving a final decision.
For more details on the data above, please read the Author Services guide to understanding journal metrics.
*Copyright: Journal Citation Reports®, Clarivate Analytics
†Copyright: CiteScore™, Scopus
Editorial board
EDITOR-IN-CHIEF
Akane Zusho
Fordham University
[email protected]
EXECUTIVE EDITORS
Brian French
Washington State University
[email protected]
Logan Fiorella
University of Georgia
[email protected]
Georgia Southern University
[email protected]
CONSULTING EDITORS
Patricia A. Alexander, University of Maryland, USA
Eric M. Anderman, The Ohio State University, USA
Judit Antal, College Board, USA
Haiyan Bai, University of Central Florida, USA
Carolyn Barber, University of Missouri-Kansas City, USA
Christina Areizaga Barbieri, University of Delaware, USA
Kenn Barron, James Madison University, USA
Bethany A. Bell, University of Virginia, USA
Hefer Bembenutty, Queens College, USA
Bradley Bergey, Queens College, USA
Matt Bernacki, The University of North Carolina at Chapel Hill, USA
Linda Bol, Old Dominion University, USA
Anna Brady, Georgia Southern University, USA
Michelle M. Buehl, George Mason University, USA
Yi-hsin Chen, University of South Florida, USA
Timothy Cleary, Rutgers University, USA
Michael P. Cohen, American Institutes for Research, USA
Zachary Collier, University of Delaware, USA
Robert A. Cribbie, York University, UK
Jennifer Cromley, University of Illinois Urbana-Champagne, USA
Shenghai Dai, Washington State University, USA
Ting Dai, University of Illinois Chicago, USA
Martin Daumiller, Augsburg University, Germany
Jodi Davenport, WestEd, USA
John M. Ferron, University of South Florida, USA
W. Holmes Finch, Ball State University, USA
Sara Finney, James Madison University, USA
Jake Follmer, West Virginia University, USA
Carlton Fong, Texas State University, USA
Joanna K. Garner, Old Dominion University, USA
Maria F. Giuliani, Universidad de Mar de Plata, Argentina
Jessica Gladstone, University of Illinois Urbana-Champagne, USA
Eleftheria Gonida, Aristotle University of Thessaloniki, Greece
Jeff Greene, University of North Carolina at Chapel Hill, USA
Debbie L. Hahs-Vaughn, University of Central Florida, USA
Ji Hong, University of Arizona, USA
Vincent Hoogerheide, Utrecht University, Netherlands
Corinne Huggins-Manley, University of Florida, USA
Jenefer Husman, University of Oregon, USA
Jason C. Immekus, University of Louisville, USA
Carolyn M. Jagacinski, Purdue University, USA
Yi Jiang, East China Normal University, China
Avi Kaplan, Temple University, USA
Ben Kelcey, University of Cincinnati, USA
Kenneth Kiewra, University of Nebraska-Lincoln, USA
Yeo-eun Kim, Florida State University, USA
Anastasia Kitsantas, George Mason University, USA
Athanasios Kolovelonis, University of Thessaly, Greece
Jennifer Koran, Southern Illinois University, USA
Andreas Lachner, University of Tuebingen, Germany
Walter L. Leite, University of Florida, USA
Audrey Leroux, Georgia State University, USA
Jian Li , Kent State University, USA
Gregory Arief D. Liem, Nanyang Technological University, Singapore
Tzu-Jung Lin, The Ohio State University, USA
Pey-Yan Liou, Korea University, Korea
Alexandra List, The Pennsylvania State University, USA
Jessica Logan, Vanderbilt University, USA
Doug Lombardi, University of Maryland, USA
Scott C. Marley, Arizona State University, USA
Andrew Martin, University of New South Wales, Australia
Lucia Mason, University of Padova, Italy
Matthew T. McCrudden, The Pennsylvania State University, USA
Debra K. Meyer, Elmhurst College, USA
Angela Miller, George Mason University, USA
Mariola Moeyaert, University at Albany, USA
Mauricio Molina-Delgado, Universidad de Costa Rica, Costa Rica
Krista R. Muis, McGill University, Canada
Marloes Nederhand, Erasmus University Rotterdam, Netherlands
John Nietfeld, North Carolina State University, USA
Ann O'Connell, The Ohio State University, USA
Angela O'Donnell, Rutgers University, USA
Wei Pan, Duke University, USA
Ernesto Panadero, Dublin City University, Ireland
Helen Patrick, Purdue University, USA
Tony Perez, Old Dominion University, USA
Larry Price, Texas State University, USA
Kevin Pugh, University of Northern Colorado, USA
Johnmarshall Reeve, Australian Catholic University, Australia
Aaron Richmond, Metropolitan State College of Denver, USA
Toni K. Rogat, Purdue University, USA
Guy Roth, Ben-Gurion University of the Negev, Israel
James Schreiber, Duquesne University, USA
Corwin Senko, State University of New York at New Paltz, USA
Juyeon Song, Korea National University of Education, Korea
Rayne Sperling, The Pennsylvania State University, USA
Clarissa Thompson, Kent State University, USA
Ellen Usher, Mayo Clinic, USA
Peggy N. Van Meter, The Pennsylvania State University, USA
Divya Varier, George Mason University, USA
Tiffany Whittaker, University of Texas-Austin, USA
Shirley L. Yu, The Ohio State University, USA
Jennifer Zosh, Penn State Brandywine, USA
Abstracting and indexing
The Journal of Experimental Education is abstracted/indexed in:
• American Statistical Association
° Current Index to Statistics (Online)
• De Gruyter Saur
° Dietrich's Index Philosophicus
° IBZ - Internationale Bibliographie der Geistes- und Sozialwissenschaftlichen Zeitschriftenliteratur
° Internationale Bibliographie der Rezensionen Geistes- und Sozialwissenschaftlicher Literatur
• EBSCOhost
° Academic Search Alumni Edition
° Academic Search Complete
° Academic Search Elite
° Academic Search Premier
° Academic Search: Main Edition
° Advanced Placement Source
° Book Review Digest Plus (H.W. Wilson)
° Communication Abstracts
° Communication Source
° Current Abstracts
° Education Abstracts (H.W. Wilson)
° Education Full Text (H.W. Wilson)
° Education Index (Online)
° Education Research Complete
° Education Research Index
° Education Source
° Educational Administration Abstracts
° MainFile
° MAS Complete
° MAS High Search: Main Edition
° MAS Ultra - School Edition (Magazine Article Summaries)
° MasterFILE Complete
° MasterFILE Elite
° MasterFILE Premier
° MasterFILE: Main Edition
° OmniFile Full Text Mega (H.W. Wilson)
° OmniFile Full Text Select (H.W. Wilson)
° Professional Development Collection
° Professional Development Collection: Main Edition
° Psychology & Behavioral Sciences Collection
° Russian Academy of Sciences Bibliographies
° SocINDEX
° SocINDEX with Full Text
° Sociological Collection
° Teacher Reference Center
° TOC Premier (Table of Contents)
• Elsevier BV
° Scopus
• ERIC (Education Resources Information Center)
• Gale
° Academic OneFile
° Criminal Justice Collection
° Educator's Reference Complete
° Expanded Academic ASAP
° General OneFile
° InfoTrac Custom
° InfoTrac Student Edition
° MLA International Bibliography (Modern Language Association)
° Professional Collection
° Psychology Collection
• John Wiley & Sons, Inc.
° Higher Education Abstracts (Online)
• National Library of Medicine
° PubMed
• OCLC
° Education Index (Online)
• Ovid
° PsycINFO
• Personal Alert (E-mail)
• ProQuest
° Education Collection
° Education Database
° Health Research Premium Collection
° Hospital Premium Collection
° Professional ProQuest Central
° ProQuest 5000
° ProQuest 5000 International
° ProQuest Central
° ProQuest Professional Education
° Psychology Database
° Social Science Premium Collection
• Taylor & Francis
° Educational Research Abstracts Online
° Studies on Women and Gender Abstracts
• Thomson Reuters
° Current Contents
° Social Sciences Citation Index
° Web of Science
Open access
The Journal of Experimental Education is a hybrid open access journal that is part of our Open Select publishing program, giving you the option to publish open access. Publishing open access means that your article will be free to access online immediately on publication, increasing the visibility, readership, and impact of your research.
Why choose open access?
- Increase the discoverability and readership of your article
- Make an impact and reach new readers, not just those with easy access to a research library
- Freely share your work with anyone, anywhere
- Comply with funding mandates and meet the requirements of your institution, employer or funder
- Rigorous peer review for every open access article
Article Publishing Charges (APC)
If you choose to publish open access in this journal you may be asked to pay an Article Publishing Charge (APC). You may be able to publish your article at no cost to yourself or with a reduced APC if your institution or research funder has an open access agreement or membership with Taylor & Francis.
Use our APC finder to calculate your article publishing charge
4 issues per year
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