The main purpose of the Journal of Educational Psychology is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology. The goal of this magazine is to promote the theoretical development and practical application of educational psychology, providing valuable information and insights for educators, researchers, and policy makers. As an authoritative and influential academic journal in the field of educational psychology, it provides a platform for researchers and practitioners to exchange and share research results.
教育心理学杂志(Journal Of Educational Psychology)是一本由APA出版的一本PSYCHOLOGY, EDUCATIONAL学术刊物，主要报道PSYCHOLOGY, EDUCATIONAL相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，属于国际一流期刊。该刊创刊于1910年，出版周期8 issues/year。2021-2022年最新版WOS分区等级：Q1，2023年发布的影响因子为5.6，CiteScore指数11.4，SJR指数2.774。本刊非开放获取期刊。 《教育心理学杂志》的主要目的是发表与所有年龄段和教育水平的教育有关的原创、初级心理学研究。该杂志的次要目的是偶尔发表与教育心理学相关的特别重要的理论和评论文章。该杂志的目标是推动教育心理学的理论发展和实践应用，为教育工作者、研究人员和政策制定者提供有价值的信息和见解。作为一本在教育心理学领域具有权威性和影响力的学术期刊，为研究者和实践者提供了一个交流和分享研究成果的平台。
The Murky Distinction Between Self-Concept and Self-Efficacy: Beware of Lurking Jingle-Jangle Fallacies
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000281
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning?
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000282
University Instructors’ Achievement Goals for Teaching
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000271
Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000321
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000272
Basic Psychological Need Satisfaction Toward Learning: A Longitudinal Test of Mediation Using Bifactor Exploratory Structural Equation Modeling
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000283
Learning Vocabulary From Educational Media: The Role of Pedagogical Supports for Low-Income Preschoolers
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000278
Coordinating Visual and Auditory Cueing in Multimedia Learning
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000285
Examining Developmental Relations Between Core Academic Language Skills and Reading Comprehension for English Learners and Their Peers
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000276
Automaticity of Word Recognition Is a Unique Predictor of Reading Fluency in Middle-School Students
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000279
Motivation in transition: Development and roles of expectancy, task values, and costs in early college engineering.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000331
Emotional Intelligence and Empathy in Aggressors and Victims of School Violence
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000292
The Optimal Learning Strategy Depends on Learning Goals and Processes: Retrieval Practice Versus Worked Examples
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000268
Hierarchical and Dynamic Relations of Language and Cognitive Skills to Reading Comprehension: Testing the Direct and Indirect Effects Model of Reading (DIER).
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000407
Understanding the Role of Personal Best (PB) Goal Setting in Students’ Declining Engagement: A Latent Growth Model
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000291
A Randomized Controlled Trial of Interleaved Mathematics Practice.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000367
The 2I/E model: Integrating temporal comparisons into the internal/external frame of reference model.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000319
Instructor Presence in Video Lectures: The Role of Dynamic Drawings, Eye Contact, and Instructor Visibility.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000325
The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000307
Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000329
Getting the point: Which kinds of gestures by pedagogical agents improve multimedia learning?
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000352
The Reading Comprehension and Vocabulary Knowledge of Children With Poor Reading Comprehension Despite Adequate Decoding: Evidence From a Regression-Based Matching Approach
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000274
The Roles of Transfer of Learning and Forgetting in the Persistence and Fadeout of Early Childhood Mathematics Interventions
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000297
Introducing a science interest network model to reveal country differences.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000327
The Benefits of Combining Value for the Self and Others in Utility-Value Interventions.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000343
Does Interleaved Practice Enhance Foreign Language Learning? The Effects of Training Schedule on Spanish Verb Conjugation Skills.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000336
The Lure of Seductive Details During Lecture Learning
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000301
Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000355
Improving student learning of ratio, proportion, and percent: A replication study of schema-based instruction.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000335
The Negative Year in School Effect: Extending Scope and Strengthening Causal Claims
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000270
The role of semantic information in children’s word reading: Does meaning affect readers’ ability to say polysyllabic words aloud?
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000316
The tenuous link between classroom perceptions and motivation: A within-person longitudinal study.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000323
Effects of Parent Coaching on Filipino Children’s Numeracy, Language, and Literacy Skills
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000315
Inference making in young children:The concurrent and longitudinal contributions of verbal working memory and vocabulary
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000342
The cost of multiple representations: Learning number symbols with abstract and concrete representations.
来源期刊：Journal of Educational PsychologyDOI：10.6084/M9.FIGSHARE.C.4208123.V3
Long-term trajectories of academic performance in the context of social disparities: Longitudinal findings from Switzerland
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000341
Seeing Is Believing: Task-Exposure Specificity and the Development of Mathematics Self-Efficacy Evaluations
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000280
Parental Responses to Bullying: Understanding the Role of School Policies and Practices
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000295
Examining Sources and Mechanisms of Reading Comprehension Difficulties: Comparing English Learners and Non-English Learners within the Simple View of Reading.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000332
Generalizability of Automated Scores of Writing Quality in Grades 3–5
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000311
Reading and Math Tests Differentially Predict Number Transcoding and Number Fact Speed Longitudinally: A Random Intercept Cross-Lagged Panel Approach
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000287
Predicting Age of Becoming a Cardinal Principle Knower
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000277
A Longitudinal Study of the Domain-Generality of African American Students’ Causal Attributions for Academic Success
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000299
Individual Differences in Addition Strategy Choice: A Psychometric Evaluation
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000294
Cognitive Predictors of Kindergarten Achievement in African American Children.
来源期刊：Journal of educational psychologyDOI：10.1037/EDU0000346
Improving children’s understanding of mathematical equivalence via an intervention that goes beyond nontraditional arithmetic practice.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000337
The Role of Thinking Styles in Program Satisfaction and Perceived Intellectual Competence Among STEM Doctoral Students
来源期刊：Journal of Educational PsychologyDOI：10.1037/edu0000304
Early adolescent social status and academic engagement: Selection and influence processes in the United States and China
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000333
Atomized or delayed execution? An alternative paradigm for the study of procedural learning.
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000357
The Conflicted Language of Interracial Feedback
来源期刊：Journal of Educational PsychologyDOI：10.1037/EDU0000326
