European Journal of Psychology of Education

Aims & Scope

The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts.

Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives.

Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	2.8
2024	2.70

Journal Rank

Year	Value
2024	3094

Journal Citation Indicator

Year	Value
2024	969

SJR (SCImago Journal Rank)

Year	Value
2024	1.298

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	72

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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.

• Gender differences in academic self-efficacy: a meta-analysis

  Citation: 427

  Authors: Chiungjung

• Bully/victim problems in school: Facts and intervention

  Citation: 381

  Authors: Dan

• Girls and mathematics —A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics

  Citation: 365

  Authors: Anne C., Reinhard, Thomas

• Interest, motivation and learning: An educational-psychological perspective

  Citation: 356

  Authors: Andreas

• Cognition and artifacts: A contribution to the study of though in relation to instrumented activity

  Citation: 346

  Authors: Pierre, Pierre

• Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship

  Citation: 294

  Authors: Gerda, Tina, Simone E.

• Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity

  Citation: 293

  Authors: Esther T., Michelle, Douwe, Jaap, Adriaan

• Fathers’ influences on children’s development: The evidence from two-parent families

  Citation: 289

  Authors: Charlie, Michael E.

• Extracting information from an animation during complex visual learning

  Citation: 259

  Authors: Richard K.

• Patterns of response to an approaches to studying inventory across contrasting groups and contexts

  Citation: 254

  Authors: Noel, Hilary, Velda

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