Psicologia Educativa

Aims & Scope

Psicología Educativa (Journal of Educational Psychology) is a multi-disciplinary scientific Spanish journal aimed at fostering both theoretical contributions and experimental research by psychologists and related educational jobs.

Its goal is to share topics within the areas of cognitive, affective and cultural processes, knowledge acquisition, along with areas of educational intervention and innovation.

Researchers in the field of education (psychologists, anthropologists, sociologists, educational technologists, and so on), along with educators and counselors from whatever sector, educational psychologists, assessors, specialists in computing and information technology applied to education, are all therefore invited to submit their work to this journal.

Psicología Educativa accepts unpublished original manuscript of interest for psychologists that are contributions to the knowledge in the field of educational psychology.

Psicología Educativa is published mainly in Spanish, although original contributions in English are also accepted.

Psicología Educativa is published mainly in Spanish although original contributions in English are also accepted.

This journal accepts free original papers but can also request specific papers to relevant scholars that will be published in ordinary issues or in special issues (monographic issues).

Original manuscript whether in Spanish or in English will be anonymously peer reviewed.

Authors should not submit manuscripts simultaneously to multiple journals.

Metrics & Ranking

Abstracting & Indexing

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

• Scopus
• Google Scholar
• Directory of Open Access Journals (DOAJ)
• Web of Science

Subjects & Keywords

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

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.

Policy Links

This section provides access to essential policy documents, guidelines, and resources related to the journal’s publication and submission processes.

• Aims scope
• Homepage
• Oa statement
• Author instructions
• License terms
• Review url
• Board url
• Apc url
• License

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Psychology, ensuring accessibility and quality in research dissemination.

This journal does not charge a mandatory Article Processing Charge (APC). However, optional open access publication may incur fees based on the publisher’s policies.

Explore journals without APCs for alternative publishing options.

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.

• Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q

  Citation: 223

  Authors: Rosario, Rosario, José A.

• An Empirical Examination of the Educational Impact of Text Message-Induced Task Switching in the Classroom: Educational Implications and Strategies to Enhance Learning

  Citation: 139

  Authors: Rosen, Lim, Carrier, Cheever

• Cyberbullying: a systematic review of research, its prevalence and assessment issues in Spanish studies

  Citation: 120

  Authors: Izabela, Rosario, Inmaculada

• Cognitively Diagnostic Assessments and the Cognitive Diagnosis Model Framework

  Citation: 97

  Authors: Jimmy, Nathan

• Academic stress as a predictor of chronic stress in university students

  Citation: 67

  Authors: Blanca Elizabeth, María de Lourdes, Martín, María de los Ángeles, Diemen Darwin

• Protective factors and resilience in adolescents: The mediating role of self-regulation

  Citation: 66

  Authors: Paulo César, Irene

• Cyberbullying in youth: A pattern of disruptive behaviour

  Citation: 58

  Authors: Anna C., David P., Anna

• The emergence of cyberbullying in childhood: Parent and teacher perspectives

  Citation: 57

  Authors: Claire P., Jess, Katie

• Possible common correlates between bullying and cyber-bullying among adolescents

  Citation: 55

  Authors: Nafsika, Constantinos M., Angelos

• Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress

  Citation: 51

  Authors: James W.