Educational Psychology Review

Aims & Scope

Educational Psychology Review is an international forum for the publication of peer-reviewed integrative review articles, special thematic issues, reflections or comments on previous research or new research directions, interviews, replications, and intervention articles - all pertaining to the field of educational psychology.

All publications provide breadth of coverage appropriate to a wide readership in educational psychology and sufficient depth to inform specialists in that area.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	8.8
2024	10.10

Journal Rank

Year	Value
2024	361

Journal Citation Indicator

Year	Value
2024	4006

SJR (SCImago Journal Rank)

Year	Value
2024	4.384

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	156

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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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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.

• Cognitive Architecture and Instructional Design

  Citation: 3764

  Authors: John, Jeroen J. G., Fred G. W. C.

• The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice

  Citation: 3252

  Authors: Reinhard

• Problem-Based Learning: What and How Do Students Learn?

  Citation: 2573

  Authors: Cindy E.

• A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students

  Citation: 1737

  Authors: Paul R.

• Parental Involvement and Students' Academic Achievement: A Meta-Analysis

  Citation: 1562

  Authors: Xitao, Michael

• Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions

  Citation: 1305

  Authors: Jeroen J. G., John

• Academic Self-Concept and Self-Efficacy: How Different Are They Really?

  Citation: 1255

  Authors: Mimi, Einar M.

• Cognitive Architecture and Instructional Design: 20 Years Later

  Citation: 1207

  Authors: John, Jeroen J. G., Fred

• Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load

  Citation: 1193

  Authors: John

• Dual coding theory and education

  Citation: 1060

  Authors: James M., Allan

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