Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie

Aims & Scope

The Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (ZEPP) is a respected forum for two large fields of psychology: theoretical principles and practice.

By combining these two fields the journal tries to counteract the recent trend to separate the two areas.

As a result, the ZEPP is aimed at both scientists and practitioners.

Original articles, short papers, and critical overviews from all areas of developmental psychology and educational psychology are published in German and English.

The journal focuses on publishing theoretically based empirical research as original articles and short papers, but in special cases contributions on methodological developments, evaluation, and theory formation, including computer modeling, are also considered.

In another section, short reports and announcements from research, education, and professional practice are published.

The Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie (ISSN 0049-8637) has been published quarterly since 1969.

ZEPP has been publishing articles in English since 2012.

View Aims & Scope

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Metrics & Ranking

Impact Factor

Year	Value
2025	1.3
2024	1.50

SJR (SCImago Journal Rank)

Year	Value
2024	0.423

Quartile

Year	Value
2024	Q2

h-index

Year	Value
2024	28

Journal Rank

Year	Value
2024	13285

Journal Citation Indicator

Year	Value
2024	59

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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.

• Sprachlich-kognitive Kompetenzen beim Eintritt in den Kindergarten

  Citation: 99

  Authors: Minja, Susanne, Jutta, Sabine

• Spezifische Vorläuferfertigkeiten der Lesegeschwindigkeit, des Leseverständnisses und des Rechtschreibens

  Citation: 87

  Authors: Marco, Peter, Jutta, Wolfgang

• Die Bedeutung familiärer Merkmale für Lesekompetenz, Wortschatz, Lesemotivation und Leseverhalten

  Citation: 68

  Authors: Nele, Michael, Oliver

• Rechenstörungen bei Kindern

  Citation: 64

  Authors: Michael, Martin, Monika

• Strategien zur Motivationsregulation und ihre Erfassung

  Citation: 63

  Authors: Malte, Tanja, Birgit

• Erziehungsstil aus Elternsicht

  Citation: 61

  Authors: Barbara, Sabine

• Aussteigen oder Durchhalten

  Citation: 57

  Authors: Ulrich, Lilian, Julia

• Exekutive Funktionen: Zugrundeliegende kognitive Prozesse und deren Korrelate bei Kindern im späten Vorschulalter

  Citation: 55

  Authors: Marianne, Regula, Eva, Claudia Maria

• Kurz- und langfristige Effekte mathematischer Frühförderung im Kindergarten durch das Programm „Mengen, zählen, Zahlen”

  Citation: 54

  Authors: Kristin, Gerhild, Wolfgang

• Children’s Phonological Awareness as a Predictor of Reading and Spelling

  Citation: 49

  Authors: Maximilian

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