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SCHOOL PSYCHOLOGY INTERNATIONAL

SCHOOL PSYCHOLOGY INTERNATIONAL

SCHOOL PSYCHOL INT
影响因子：1.5
JCR分区：Q3
新锐分区：心理学3区
是否综述期刊：N/A
是否预警：不在预警名单内
是否OA：否
出版国家/地区：-
出版社：SAGE
发刊时间：0
收录数据库：SCIE/SSCI/Scopus收录
ISSN：0143-0343

期刊介绍

School Psychology International is an academic journal with significant influence in the field of educational psychology, published by the internationally renowned SAGE publishing company. Since its inception, this magazine has been dedicated to providing services and sponsorship in the areas of mental health, education, and treatment in schools and educational institutions, providing rich theoretical support and empirical evidence for both academia and practice.The International Journal of School Psychology promotes the exchange and dissemination of educational psychology knowledge worldwide through the publication of empirical research, cross-cultural applications of effective procedures, and records of technology transfer. It not only reflects the latest research achievements in this field, but also promotes innovation and development of educational psychology theories and methods.
《国际学校心理学杂志》（School Psychology International）是一份在教育心理学领域具有显著影响力的学术期刊，由国际知名的SAGE出版公司出版。该杂志自创刊以来，一直致力于关注学校和教育机构中的心理卫生、教育、治疗等方面的服务与赞助，为学术界和实践界提供了丰富的理论支持与实证依据。《国际学校心理学杂志》通过刊载经验研究、有效程序的跨文化应用以及技术转移的记录，促进了全球范围内教育心理学知识的交流与传播。它不仅反映了该领域的最新研究成果，还推动了教育心理学理论与方法的创新与发展。
年发文量 15
国人发稿量 2.7
国人发文占比 0.18%
自引率 6.7%
平均录取率-
平均审稿周期 -
版面费 -
偏重研究方向 PSYCHOLOGY, EDUCATIONAL-
期刊官网 -
投稿链接 -

期刊高被引文献

An updated meta-analysis on the effect of peer tutoring on tutors’ achievement
来源期刊：School Psychology InternationalDOI：10.1177/0143034318808832
Relation of teacher self-efficacy and classroom practices: A preliminary investigation
来源期刊：School Psychology InternationalDOI：10.1177/0143034318798045
Understanding the role of acculturative stress on refugee youth mental health: A systematic review and ecological approach to assessment and intervention
来源期刊：School Psychology InternationalDOI：10.1177/0143034318822688
Student and teacher perceptions on student-teacher relationship quality: A middle school perspective
来源期刊：School Psychology InternationalDOI：10.1177/0143034318807743
The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?
来源期刊：School Psychology InternationalDOI：10.1177/0143034319830149
A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability
来源期刊：School Psychology InternationalDOI：10.1177/0143034318806546
Psychological capital is associated with higher levels of life satisfaction and school belongingness
来源期刊：School Psychology InternationalDOI：10.1177/0143034319838011
Cumulative risk and problem behaviors among Chinese left-behind children: A moderated mediation model
来源期刊：School Psychology InternationalDOI：10.1177/0143034319835255
Longitudinal influences of depressive moods on problematic mobile phone use and negative school outcomes among Korean adolescents
来源期刊：School Psychology InternationalDOI：10.1177/0143034319830452
Food insecurity and school performance among the left-behind children in rural China: Depression and educational expectation as mediators
来源期刊：School Psychology InternationalDOI：10.1177/0143034319869048
Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations
来源期刊：School Psychology InternationalDOI：10.1177/0143034319854474
A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology
来源期刊：School Psychology InternationalDOI：10.1177/0143034319881474
Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach
来源期刊：School Psychology InternationalDOI：10.1177/0143034319827347
Mediating effect of psychological suzhi on the relationship between parental emotional warmth and personal belief in a just world
来源期刊：School Psychology InternationalDOI：10.1177/0143034318817897
Perfectionism and school anxiety: More evidence about the 2\u2009×\u20092 model of perfectionism in an Ecuadorian population
来源期刊：School Psychology InternationalDOI：10.1177/0143034319859047
School factors and anxiety disorder among Hispanic youth: Results from the 2016 US National Survey on Children’s Health
来源期刊：School Psychology InternationalDOI：10.1177/0143034319849621
Emotional intelligence as a moderator between perfectionism and happiness
来源期刊：School Psychology InternationalDOI：10.1177/0143034318807959
Identifying protective factors that potentially buffer the association between peer victimization and weapon-carrying behavior among US adolescents
来源期刊：School Psychology InternationalDOI：10.1177/0143034319843964
Differentiated content of verbal aggression: Effect of gender on insults in secondary schools in Poland
来源期刊：School Psychology InternationalDOI：10.1177/0143034319867745
Conducting research on nonsuicidal self-injury in schools: Ethical considerations and recommendations
来源期刊：School Psychology InternationalDOI：10.1177/0143034319827056
Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope
来源期刊：School Psychology InternationalDOI：10.1177/0143034319866492
The perceived role of null results in school psychology research and publication
来源期刊：School Psychology InternationalDOI：10.1177/0143034319851230
Experiences of Arab heritage youth in US schools and impact on identity development
来源期刊：School Psychology InternationalDOI：10.1177/0143034319831057
The influence of behavioral and emotional characteristics on academic achievement of middle school students: A growth modeling approach
来源期刊：School Psychology InternationalDOI：10.1177/0143034319853010
Trajectories of academic burnout in adolescents after the Wenchuan earthquake: A latent growth mixture model analysis
来源期刊：School Psychology InternationalDOI：10.1177/0143034318810318
Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students
来源期刊：School Psychology InternationalDOI：10.1177/0143034318817078
Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension
来源期刊：School Psychology InternationalDOI：10.1177/0143034319881671
Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties
来源期刊：School Psychology InternationalDOI：10.1177/0143034318796875
Culturally informed gatekeeper training for youth suicide prevention in Guyana: A pilot examination
来源期刊：School Psychology InternationalDOI：10.1177/0143034319879477
Creativity fostering teacher behavior on student creative achievement: Mediation of intrinsic motivation and moderation of openness to experience
来源期刊：School Psychology InternationalDOI：10.1177/0143034319868271

质量指标占比

研究类文章占比 OA被引用占比 撤稿占比 出版后修正文章占比
100.00%12.5%--

相关指数

影响因子
影响因子
年发文量
自引率

预警情况

查看说明
时间 预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
*来源：中科院《 国际期刊预警名单》

JCR分区

WOS分区等级：3区
版本 按学科 分区
WOS期刊SCI分区
WOS期刊SCI分区
WOS期刊SCI分区是指SCI官方（Web of Science）为每个学科内的期刊按照IF数值排 序，将期刊按照四等分的方法划分的Q1-Q4等级，Q1代表质量最高，即常说的1区期刊。
（2024-2025年最新版）
PSYCHOLOGY, EDUCATIONAL
Q3

中科院分区

查看说明
版本 大类学科 小类学科 Top期刊 综述期刊
2026年3月发布
(新锐分区)
心理学3区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
N/A
2025年3月升级版
心理学4区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
否
2023年12月旧的升级版
心理学3区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
否

CiteScore

查看说明
CiteScore SJR SNIP 学科 分区 排名
4.50
0.889
1.276
大类：Social Sciences 小类：Education
大类：Social Sciences 小类：Developmental and Educational Psychology
大类：Social Sciences 小类：Psychiatry and Mental Health
Q1
Q2
Q2
352 / 1620
117 / 367
218 / 580

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