Psychology in the Schools

Aims & Scope

Psychology in the Schools is a peer-reviewed journal devoted to research, opinion, and practice.

The journal, which is published ten times per year, welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations.

Preference will be given to manuscripts that clearly describe implications for the practitioner in the schools.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.7
2024	1.80

SJR (SCImago Journal Rank)

Year	Value
2024	0.814

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	96

Journal Rank

Year	Value
2024	6618

Journal Citation Indicator

Year	Value
2024	1579

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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.

• The psychological sense of school membership among adolescents: Scale development and educational correlates

  Citation: 1135

  Authors: Carol

• Student engagement with school: Critical conceptual and methodological issues of the construct

  Citation: 1133

  Authors: James J., Sandra L., Michael J.

• Academic resilience and its psychological and educational correlates: A construct validity approach

  Citation: 529

  Authors: Andrew J., Herbert W.

• Effectiveness of school‐based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?

  Citation: 458

  Authors: MARCIN, RENÉ, MONIQUE DE, JEHONATHAN, CAROLIEN

• Measuring perceived social support: Development of the child and adolescent social support scale (CASSS)

  Citation: 438

  Authors: Christine, Michelle

• Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers

  Citation: 368

  Authors: Marc A., Raquel, Justyna, Maria Regina, Peter

• School support groups, other school factors, and the safety of sexual minority adolescents

  Citation: 357

  Authors: Carol, Laura, Kim

• Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning

  Citation: 348

  Authors: Timothy J., Barry J.

• Engagement as flourishing: The contribution of positive emotions and coping to adolescents' engagement at school and with learning

  Citation: 339

  Authors: Amy L., E. Scott, James J., Susan

• Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

  Citation: 331

  Authors: Pamela M., Lynn S., Douglas

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