Social Psychology of Education

Aims & Scope

The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research.

Many studies of human behaviour in education are conducted by persons who identify with social psychology or whose work falls into the social psychological ambit.

Several textbooks have been published and a variety of courses are being offered on the `social psychology of education', but no journal has hitherto appeared to cover the field.

Social Psychology of Education fills this gap, covering a wide variety of content concerns, theoretical interests and research methods, among which are: Content concerns: classroom instruction decision making in education educational innovation concerns for gender, race, ethnicity and social class knowledge creation, transmission and effects leadership in schools and school systems long-term effects of instructional processes micropolitics of schools student cultures and interactions teacher recruitment and careers teacher- student relations.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	3.2
2024	3.20

SJR (SCImago Journal Rank)

Year	Value
2024	1.297

Quartile

Year	Value
2024	Q1

h-index

Year	Value
2024	70

Journal Rank

Year	Value
2024	3099

Journal Citation Indicator

Year	Value
2024	937

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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.

• Resilient teachers: resisting stress and burnout

  Citation: 329

  Authors: Sue, Bruce

• Job demands and job resources as predictors of teacher motivation and well-being

  Citation: 309

  Authors: Einar M., Sidsel

• Emotional regulation goals and strategies of teachers

  Citation: 299

  Authors: Rosemary E.

• Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors

  Citation: 294

  Authors: Maya A., Mary J.

• Burnout syndrome in secondary school teachers: a systematic review and meta-analysis

  Citation: 229

  Authors: Marina, María Dolores, Raimundo

• The relationship between bullying, victimization, trait emotional intelligence, self-efficacy and empathy among preadolescents

  Citation: 223

  Authors: Constantinos M., Eirini

• Dimensions of teacher burnout: relations with potential stressors at school

  Citation: 195

  Authors: Einar M., Sidsel

• Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school

  Citation: 186

  Authors: Einar M., Sidsel

• Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support

  Citation: 185

  Authors: Nicolas, Robert J., Marc-André K.

• A six-district study of educational change: direct and mediated effects of the child development project

  Citation: 182

  Authors: Daniel, Victor, Marilyn, Eric, Catherine

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