Contemporary Educational Psychology

Aims & Scope

Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process.

Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process.

The journal places great value on the quality of research methodology.

This includes the participant sample being representative of the intended population (and not just a sample of convenience), measures having demonstrated psychometric quality including both reliability and validity (avoiding, for example, excessive reliance on self-report measures), literature reviews that support the methods employed, and analyses that are both appropriate and accurately described.

The journal publishes quantitative, qualitative, and single-subject design studies that involve the application of psychological science to an important educational process, issue, or problem.

The journal does not limit its scope to any age range.

Articles dealing with the education of preschoolers, K-12 children, adults, and the elderly are all relevant if they apply psychological theory and science to the process of education.

Likewise, articles that make a substantial contribution to the understanding of individual differences in the process of learning are also appropriate.

The journal does not focus on a particular educational setting.

Articles applying psychological theory and research methods in school settings, industry, or other formal or informal settings involving adults or children are relevant, assuming they are judged in the review process to advance the science of education.

View Aims & Scope

---

Metrics & Ranking

Impact Factor

Year	Value
2025	3.8
2024	3.90

SJR (SCImago Journal Rank)

Year	Value
2024	2.126

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	138

Journal Rank

Year	Value
2024	1286

Journal Citation Indicator

Year	Value
2024	1319

---

---

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

---

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.

• Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions

  Citation: 10226

  Authors: Richard M., Edward L.

• Expectancy–Value Theory of Achievement Motivation

  Citation: 4369

  Authors: Allan, Jacquelynne S.

• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions

  Citation: 2902

  Authors: Richard M., Edward L.

• Self-Efficacy: An Essential Motive to Learn

  Citation: 2134

  Authors: Barry J.

• Assessing Metacognitive Awareness

  Citation: 1513

  Authors: Gregory, Rayne Sperling

• Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ)

  Citation: 1420

  Authors: Reinhard, Thomas, Anne C., Petra, Raymond P.

• From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation

  Citation: 1350

  Authors: Jacquelynne S., Allan

• Agency as a fourth aspect of students’ engagement during learning activities

  Citation: 921

  Authors: Johnmarshall, Ching-Mei

• Research on Cooperative Learning and Achievement: What We Know, What We Need to Know

  Citation: 861

  Authors: Robert E.

• Motivation and social cognitive theory

  Citation: 857

  Authors: Dale H., Maria K.

---