Educational Psychology

Aims & Scope

Educational Psychology provides an international forum for the discussion and rapid dissemination of research findings in psychological aspects of education ranging from pre-school to tertiary provision and the education of children with special learning needs.

As a journal that focuses on researches within a quantitative, scientific remit, Educational Psychology places particular emphasis on the publishing of high-quality empirical reports based on experimental and behavioural studies.

Educational Psychology does not normally publish position papers, qualitative studies, or papers purely on development and validation of measurement instruments.

Review articles are published by invitation only.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3
2024	3.60

Journal Rank

Year	Value
2024	2862

Journal Citation Indicator

Year	Value
2024	923

SJR (SCImago Journal Rank)

Year	Value
2024	1.355

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	90

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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

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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.

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Licensing & Copyright

This journal operates under an Open Access model. Articles are freely accessible to the public immediately upon publication. The content is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0), allowing users to share and adapt the work with proper attribution.

Copyright remains with the author(s), and no permission is required for non-commercial use, provided the original source is cited.

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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.

• Trends in Peer Learning

  Citation: 871

  Authors: Keith J.

• Cognitive Styles—an overview and integration

  Citation: 669

  Authors: Richard, Indra

• Delphi: a technique to harness expert opinion for critical decision‐making tasks in education

  Citation: 531

  Authors: Mark J.

• Learning Styles: An overview of theories, models, and measures

  Citation: 470

  Authors: Simon

• A Survey into Mainstream Teachers' Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority

  Citation: 422

  Authors: Elias, Phil, Robert

• The effects of parental involvement on students’ academic self‐efficacy, engagement and intrinsic motivation

  Citation: 391

  Authors: Weihua, Cathy M.

• Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation

  Citation: 299

  Authors: Costas N., Russell L., Russell, Matthew J., Larissa K.

• Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour

  Citation: 290

  Authors: Penny, Emma, Mandy

• Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support

  Citation: 270

  Authors: Gail, Siobhan, Calista

• Sources and Levels of Stress in Relation to Locus of Control and Self Esteem in University Students

  Citation: 252

  Authors: Reda

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