Psychological Science and Education

Aims & Scope

Psychological Science and Education is a peer-reviewed journal published by Moscow State University of Psychology and Education.

The journal publishes original high-quality papers that contribute the knowledge of research and practice of educational, family and age psychology.

All papers published in the journal are completely peer-reviewed.

The journal is recommended by the Higher Attestation Commission of Ministry of Science and Education of the Russian Federation for publishing doctoral research results; indexed in EBSCO as well as Russian scientific databases.

Psychological Science and Education realizes the importance of support of young researchers; it is published quarterly with the special fifth issue dedicated to the original works of postgraduate students.

The journal is recommended for the individuals mastering the profession of a teacher or a school psychologist or raising their qualification.

It promotes the norms and values of academic and practical psychological community and contributes to development of psychological science in Russia.

Psychological Science and Education publishes materials elaborating the concept of ‘New School”, projects and recommendations on development of psychological service in educational institutions, standards of higher education in psychology and other innovative models.

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 and Social Sciences, 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
• Preservation url
• Apc url
• License

APC Details

The journal’s Article Processing Charge (APC) policies support open access publishing in Psychology and Social Sciences, 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.

• Inclusive Education: from Policy to Practice

  Citation: 43

  Authors: S.V.

• Ascending from the Abstract to the Concrete as a Principle of Expansive Learning

  Citation: 38

  Authors: Y.

• Digital Educational Environment in University: Who is More Comfortable Studying in It?

  Citation: 28

  Authors: M.G.

• Teacher Training Models in Applied Bachelor and Pedagogical Master Programs

  Citation: 28

  Authors: A.A.

• E-Course as Blended Learning Digital Educational Resource in University

  Citation: 26

  Authors: M.G.

• Multidimensional Students’ Life Satisfaction Scale

  Citation: 25

  Authors: O.A., T.O., M.V., E.N., A.N.

• What Kind of Blending Makes Blended Learning?

  Citation: 25

  Authors: A.A.

• Factors Impacting the Behavioural Intention to Use E- learning at Higher Education amid the Covid-19 Pandemic: UTAUT2 Model

  Citation: 25

  Authors: A., R.

• Subjective Well-being in Children: Measurement Tools and Age Dynamics

  Citation: 24

  Authors: T.O., A.N., O.Y., E.B.

• Alienation from Study as a Predictor of Burnout in University Students: the Role of the Educational Environment Characteristics

  Citation: 23

  Authors: E.N.