British Journal of Educational Psychology

Aims & Scope

The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology.

Our aim is to publish research which has a broad international appeal to researchers and practitioners in education.

We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys.

Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance.

Although we tend to publish more quantitative than qualitative studies, we welcome rigorous, empirical qualitative studies.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	3.6
2024	3.10

Journal Rank

Year	Value
2024	2243

Journal Citation Indicator

Year	Value
2024	1336

SJR (SCImago Journal Rank)

Year	Value
2024	1.552

Quartile

Year	Value
2024	Q1

---

---

Abstracting & Indexing

Journal is indexed in leading academic databases, ensuring global visibility and accessibility of our peer-reviewed research.

• Scopus
• Google Scholar
• Web of Science
• Medline

---

Subjects & Keywords

Journal’s research areas, covering key disciplines and specialized sub-topics in Psychology and Social Sciences, designed to support cutting-edge academic discovery.

---

Most Cited Articles

The Most Cited Articles section features the journal's most impactful research, based on citation counts. These articles have been referenced frequently by other researchers, indicating their significant contribution to their respective fields.

• ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*

  Citation: 2599

  Authors: F., R.

• Non‐formal learning and tacit knowledge in professional work

  Citation: 1225

  Authors: Michael

• The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F

  Citation: 1131

  Authors: John, David, Doris Y.P.

• ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK

  Citation: 807

  Authors: F., R.

• Choice is good, but relevance is excellent: Autonomy‐enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork

  Citation: 703

  Authors: Avi, Haya, Guy

• Academic self-concept and academic achievement: Relations and causal ordering

  Citation: 636

  Authors: Herbert W., Andrew J.

• STYLES AND STRATEGIES OF LEARNING

  Citation: 593

  Authors: G.

• A test of self‐determination theory in school physical education

  Citation: 564

  Authors: Martyn, Joan L., Nikos

• What do inventories of students' learning processes really measure? A theoretical review and clarification

  Citation: 541

  Authors: John

• Job stressors, personality and burnout in primary school teachers

  Citation: 531

  Authors: Constantinos M.

---