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 meta-analyses, must have clear implications for advancing theory. In addition to publishing regular articles, the journal publishes special issues that are devoted to important themes in educational psychology as well as focal articles with associated peer commentary.
Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review.
Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106.
Readership:
Educational psychologists, researchers, teachers, administrators, and policymakers.
Journal metrics
Usage
444K annual downloads/views
Citation metrics
14.3 (2023) Impact Factor
Q1 Impact Factor Best Quartile
15.1 (2023) 5 year IF
19.1 (2023) CiteScore (Scopus)
Q1 CiteScore Best Quartile
5.027 (2023) SNIP
4.709 (2023) SJR
Speed/acceptance
0 days avg. from submission to first
decision
71 days avg. from submission to first
post-review decision
11% 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.
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.
CO-EDITORS Jeffrey A. Greene – University of North Carolina at Chapel Hill Lisa Linnenbrink-Garcia – Michigan State University
MANAGING EDITOR Samuela Mouzaoir – Michigan State University
BOARD OF CONSULTING EDITORS Olusola Adesope – Washington State University, USA Patricia A. Alexander – University of Maryland, USA Eric M. Anderman – Ohio State University, USA Carolyn Barber – University of Missouri, USA Sarit Barzilai – University of Haifa, Israel Mimi Bong – Korea University, Korea Eric Bredo – University of Toronto, Canada Anne Britt – Northern Illinois University, USA Jim Byrnes – Temple University, USA Clark Chinn – Rutgers University, USA Lyn Corno – Columbia University, USA Dionne Cross Francis – University of North Carolina at Chapel Hill, USA Jessica Decuir-Gunby – University of Southern California, USA Michel Ferrari – University of Toronto, Canada Frank Fischer – Ludwig Maximilians University of Munich, Germany Carlton Fong – Texas State University, USA Steve Graham – Arizona State University, USA Daniel T. Hickey – Indiana University, USA Sanna Järvelä – University of Oulu, Finland Avi Kaplan – Temple University, USA Panayiota Kendeou – University of Minnesota, USA Revathy Kumar – University of Toledo, USA Daniel Lapsley – University of Notre Dame, USA Fani Lauermann – University of Bonn, Germany Francesca López – Penn State University, USA Andrew Martin – University of New South Wales, Australia Richard Mayer – University of California, Santa Barbara, USA Mary McCaslin – University of Arizona, USA Matthew McCrudden – Penn State University, USA David Miele – Boston College, USA Krista Muis – McGill University, Canada E. Michael Nussbaum – University of Nevada, Las Vegas, USA Erika Patall – University of Southern California, USA Reinhard Pekrun – University of Essex, UK Nancy E. Perry – University of British Columbia, Canada Johnmarshall Reeve – Australian Catholic University, Australia Alina Reznitskaya – Montclair State University, USA William A. Sandoval – University of California, Los Angeles, USA Gale M. Sinatra – University of Southern California, USA Elsbeth Stern – ETH Zurich, Switzerland Ellen Usher – Mayo Clinic College of Medicine and Science, USA Noreen M. Webb – University of California, Los Angeles, USA Michael P. Weinstock – Ben-Gurion University of the Negev, Israel Kathryn Wentzel – University of Maryland, USA David Witherington – University of New Mexico, USA Christopher A. Wolters – Ohio State University, USA Akane Zusho – Fordham University, USA
Abstracting and indexing
Educational Psychologistis abstracted/indexed in:
American Statistical Association
Current Index to Statistics (Online)
EBSCOhost
Academic Search Alumni Edition
Academic Search Complete
Academic Search Elite
Academic Search Premier
Advanced Placement Source
Book Review Digest Plus (H.W. Wilson)
Current Abstracts
Education Abstracts (H.W. Wilson)
Education Full Text (H.W Wilson)
Education Research Complete
Education Research Index
Education Source
OmniFile Full Text Mega (H.W. Wilson)
Professional Development Collection
Psychology & Behavioral Sciences Collection
Teacher Reference Center
TOC Premier
Elsevier BV
Scopus
E-psyche
ERIC (Education Resources Information Center)
Informit
Australian Education Index (Online)
National Library of Medicine
PubMed
OCLC
Electronic Collections Online
PsycFIRST
Education Index (Online)
Ovid
Personal Alert (E-mail)
ProQuest
Education Database
Health Research Premium Collection
Periodicals Index Online
Professional ProQuest Central
ProQuest 5000
ProQuest 5000 International
ProQuest Central
ProQuest Professional Education
Psychology Database
PsycINFO
Research Library
Social Science Premium Collection
Taylor & Francis
Educational Research Abstracts Online
Studies on Women and Gender Abstracts (Online)
Thomson Reuters
Current Contents
Social Sciences Citation Index
Web of Science
Open access
Educational Psychologist 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.
APA Div. 15: Educational Psychology is concerned with psychology research, teaching and practice in educational environments for psychologists at all levels.
Division 15, American Psychological Association and our publisher Taylor & Francis make every effort to ensure the accuracy of all the information (the "Content") contained in our publications. However, Division 15, American Psychological Association and our publisher Taylor & Francis, our agents (including the editor, any member of the editorial team or editorial board, and any guest editors), and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Division 15, American Psychological Association and our publisher Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Division 15, American Psychological Association and our publisher Taylor & Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to, or arising out of the use of the Content. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions .
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