Journal of Educational Psychology
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Journal scope statement
The main purpose of the Journal of Educational Psychology ® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the journal is the occasional publication of exceptionally important meta-analysis articles that are pertinent to educational psychology. Please note, the journal does not typically publish reliability and validity studies of specific tests or assessment instruments.
Disclaimer: APA and the editors of Journal of Educational Psychology assume no responsibility for statements and opinions advanced by the authors of its articles
Equity, diversity, and inclusion
Journal of Educational Psychology supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts .
Open science
The APA Journals Program is committed to publishing transparent, rigorous research; improving reproducibility in science; and aiding research discovery. Open science practices vary per editor discretion. View the initiatives implemented by this journal .
Editor’s Choice
Each issue of Journal of Educational Psychology will honor one accepted manuscript per issue by selecting it as an “ Editor’s Choice ” paper. Selection is based on the discretion of the editor if the paper offers an unusually large potential impact to the field and/or elevates an important future direction for science.
Author and editor spotlights
Explore journal highlights : free article summaries, editor interviews and editorials, journal awards, mentorship opportunities, and more.
Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.
To submit to the editorial office of Panayiota Kendeou, please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word (.docx) or LaTex (.tex) as a zip file with an accompanied Portable Document Format (.pdf) of the manuscript file.
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7 th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual ). APA Style and Grammar Guidelines for the 7 th edition are available.
The Journal of Educational Psychology publishes direct replications. Submissions should include “A Replication of XX Study” in the subtitle of the manuscript as well as in the abstract.
Submit Manuscript
Panayiota Kendeou, PhD, editor University of Minnesota
General correspondence may be directed to the editor's office .
In addition to addresses and phone numbers, please supply email addresses, as most communications will be by email. Fax numbers, if available, should also be provided for potential use by the editorial office and later by the production office.
The Journal of Educational Psychology ® is now using a software system to screen submitted content for similarity with other published content. The system compares the initial version of each submitted manuscript against a database of 40+ million scholarly documents, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).
Transparency and openness
APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science ( Nosek et al. 2015 ). As outlined in Dr. Panayiota Kendeou's inaugural editorial ( Kendeou, 2021 ), empirical research, including meta-analyses, submitted to the Journal of Educational Psychology must meet the “disclosure” level for all eight aspects of research planning and reporting. Authors should include a subsection in the method section titled “Transparency and Openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines. For example:
- We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study, and the study follows JARS (Applebaum, et al., 2018). All data, analysis code, and research materials are available at [stable link to permanent repository]. Data were analyzed using R, version 4.0.0 (R Core Team, 2020) and the package ggplot , version 3.2.1 (Wickham, 2016). This study’s design and its analysis were not pre-registered.
Data, materials, and code
Authors must state whether data and study materials are posted to a trusted repository and, if so, how to access them. Recommended repositories include APA’s repository on the Open Science Framework (OSF), or authors can access a full list of other recommended repositories . Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.
In a subsection titled "Transparency and Openness" at the end of the Method section, specify whether and where the data and material will be available or include a statement noting that they are not available. For submissions with quantitative or simulation analytic methods, state whether the study analysis code is posted to a trusted repository, and, if so, how to access it.
For example:
- All data have been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].
- Materials and analysis code for this study are available by emailing the corresponding author.
- Materials and analysis code for this study are not available.
- The code behind this analysis/simulation has been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].
Preregistration of studies and analysis plans
Preregistration of studies and specific hypotheses can be a useful tool for making strong theoretical claims. Likewise, preregistration of analysis plans can be useful for distinguishing confirmatory and exploratory analyses. Investigators are encouraged to preregister their studies and analysis plans prior to conducting the research via a publicly accessible registry system (e.g., OSF , ClinicalTrials.gov, or other trial registries in the WHO Registry Network).
There are many available templates; for example, APA, the British Psychological Society, and the German Psychological Society partnered with the Leibniz Institute for Psychology and Center for Open Science to create Preregistration Standards for Quantitative Research in Psychology (Bosnjak et al., 2022).
We recognize that there may be good reasons to change the analysis plan after it has been preregistered, and thus encourage authors to do so when appropriate so long as all changes are clearly and transparently disclosed in the manuscript.
Articles must state whether or not any work was preregistered and, if so, where to access the preregistration. If any aspect of the study is preregistered, include the registry link in the method section.
- This study’s design was preregistered prospectively, before data were collected; see [STABLE LINK OR DOI].
- This study’s design and hypotheses were preregistered after data had been collected but before analyses were undertaken; see [STABLE LINK OR DOI].
- This study’s analysis plan was preregistered; see [STABLE LINK OR DOI].
- This study was not preregistered.
Open science badges
Starting in 2020, articles are eligible for open science badges recognizing publicly available data, materials, and/or preregistration plans and analyses. These badges are awarded on a self-disclosure basis .
Applying for open science badges is optional.
At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material. If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.
Authors should also note their eligibility for the badge(s) in the cover letter.
For all badges, items must be made available on an open-access repository with a persistent identifier in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system.
Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable.
Available badges are:
- Registered Reports
The journal now also invites submission of Registered Reports. We are particularly interested in Registered Reports for intervention studies and secondary data analyses. Registered reports require a two-stage review process. You can find specific instructions for submitting Registered Reports online (PDF, 247KB) .
Stage 1 is the submission of the registration, so-called Stage 1 manuscript. This is a partial manuscript that includes introduction, theoretical framework, rationale for the study, hypotheses, experimental design, and methods (including an analysis plan). The partial manuscript will be reviewed for significance, theoretical framework, methodological approach, and analysis plan.
If the Stage 1 Registered Report manuscript receives an “in-principal acceptance (IPA)” it means that the study has the potential to be published if is performed exactly as proposed (also including the proposed statistical evaluation) regardless of the outcome of the study. After this stage and before data collection begins the study is pre-registered (e.g., through the Registered Report tools from OSF ).
In Stage 2, the full paper undergoes a second peer-review process, checking if the study protocol was implemented and if the reasons for potential changes were acceptable. Nevertheless, a rejection is still possible, namely if the study’s execution and analysis diverged too much from the proposed study design and/or the manuscript is low quality. The refinement of the discussion and conclusions may still require further revision, but the process will be expedited.
Author contribution statements using CRediT
The APA Publication Manual ( 7th ed. ) , which stipulates that "authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study." In the spirit of transparency and openness, the journal has adopted the Contributor Roles Taxonomy (CRediT) to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.
Submitting authors will be asked to identify the contributions of all authors at initial submission according to the CRediT taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an author contributions statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.
CRediT includes 14 contributor roles, as described below:
- Conceptualization : Ideas; formulation or evolution of overarching research goals and aims.
- Data curation : Management activities to annotate (produce metadata), scrub data and maintain research data (including software code, where it is necessary for interpreting the data itself) for initial use and later re-use.
- Formal analysis : Application of statistical, mathematical, computational, or other formal techniques to analyze or synthesize study data.
- Funding acquisition : Acquisition of the financial support for the project leading to this publication.
- Investigation : Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection.
- Methodology : Development or design of methodology; creation of models.
- Project administration : Management and coordination responsibility for the research activity planning and execution.
- Resources : Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools.
- Software : Programming, software development; designing computer programs; implementation of the computer code and supporting algorithms; testing of existing code components.
- Supervision : Oversight and leadership responsibility for the research activity planning and execution, including mentorship external to the core team.
- Validation : Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs.
- Visualization : Preparation, creation and/or presentation of the published work, specifically visualization/data presentation.
- Writing—original draft : Preparation, creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation).
- Writing—review and editing : Preparation, creation and/or presentation of the published work by those from the original research group, specifically critical review, commentary or revision: including pre- or post-publication stages.
Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author. Not all roles will be applicable to any particular scholarly work.
Manuscript preparation
Double-space your manuscript. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Publication Manual . Additional guidance on APA Style is available on the APA Style website .
Masked review policy
The journal has adopted a policy of masked review for all submissions, which means that the identities of both authors and reviewers are masked. The cover letter should include all authors' names and institutional affiliations. The first page of text should omit this information but should include the title of the manuscript and the date it is submitted.
Every effort should be made to see that the manuscript itself contains no clues to the authors' identity, including grant numbers, names of institutions providing IRB approval, self-citations, and links to online repositories for data, materials, code, or preregistrations (e.g., Create a View-only Link for a Project ). Authors should never use first person (I, my, we, our) when referring to a study conducted by the author(s) or when doing so reveals the authors' identities, e.g., "in our previous work, Johnson et al., 1998 reported that…" Instead, references to the authors' work should be in third person, e.g., "Johnson et al. (1998) reported that…."
Please note that if you include masked references in your manuscript, the editor requests that you identify these references in your cover letter, so that the editors can see which articles are being referenced in your submission.
Include the title of the manuscript along with all authors' names and institutional affiliations in the cover letter. The first page of the manuscript should omit the authors' names and affiliations, but should include the title of the manuscript and the date it is submitted.
Word limits
Manuscripts should generally not exceed 12,000 words (approximately 40 double-spaced pages in 12-point Times New Roman font), not including references, tables, figures, and appendixes. Editors may return manuscripts longer than 12,000 words for revision if they think the paper is too long. This will involve asking the authors to shorten the paper and return it as a new submission.
Manuscript guidelines
Adequate description of participants and measures are critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for participants and measures (including reliability and validity evidence) in the Publication Manual .
Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (refer of the Publication Manual ). Information that allows the reader to assess not only the significance but also the magnitude of the observed effects or relationships clarifies the importance of the findings.
Abstract and keywords
All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.
Journal Article Reporting Standards
Authors are encouraged to consult the APA Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication.
The new JARS:
- recommend the division of hypotheses, analyses, and conclusions into primary, secondary, and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
- offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies, and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis; and
- include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.
The journal also encourages the use of the 21-word statement, reporting (1) how the sample size was determined, (2) all data exclusions, (3) all manipulations, and (4) all study measures. See Simmons, Nelson, & Simonsohn (2012) for details; include the following statement in the method section:
- We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study.
List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.
Examples of basic reference formats:
Journal article
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review , 126 (1), 1–51. https://doi.org/10.1037/rev0000126
Authored book
Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000
Chapter in an edited book
Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012
Data set citation
Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR20240.v8
Software/Code citation
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software , 36(3), 1–48. https://www.jstatsoft.org/v36/i03/
Wickham, H. et al., (2019). Welcome to the tidyverse. Journal of Open Source Software, 4 (43), 1686, https://doi.org/10.21105/joss.01686
All data, program code and other methods must be cited in the text and listed in the references section.
Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.
Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.
- All color line art and halftones: 300 DPI
- Black and white line tone and gray halftone images: 600 DPI
Line weights
- Color (RGB, CMYK) images: 2 pixels
- Grayscale images: 4 pixels
- Stroke weight: 0.5 points
APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.
The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.
For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:
- $900 for one figure
- An additional $600 for the second figure
- An additional $450 for each subsequent figure
Display equations
We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.
To construct your equations with MathType or Equation Editor 3.0:
- Go to the Text section of the Insert tab and select Object.
- Select MathType or Equation Editor 3.0 in the drop-down menu. If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.
Computer code
Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.
In online supplemental materials
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material .
In the text of the article
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.
Submitting supplemental materials
APA can place supplemental materials online, available via the published article in the PsycArticles® database. Please see Supplementing Your Article With Online Material for more details.
Educational impact and implications statement
Please submit a short statement of 2–3 sentences, entitled "Educational impact and implications statement." It should be inserted after the abstract on the revised manuscript file and should be written in plain English for the educated public. These statements should summarize the article's findings and why they are important. To be maximally useful, these statements should provide a bottom-line, take-home message that is accurate and easily understood. In addition, they should be able to be translated into media-appropriate statements for use in press releases and on social media (e.g., Twitter). Please refer to the Guidance for Translational Abstracts and Public Significance Statements page to help you write these statements.
Permissions
Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).
On advice of counsel, APA may decline to publish any image whose copyright status is unknown.
- Download Permissions Alert Form (PDF, 13KB)
Academic writing and English language editing services
Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors . Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service. Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.
Publication policies
For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing Policies .
APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.
See also APA Journals® Internet Posting Guidelines .
APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).
- Download Full Disclosure of Interests Form (PDF, 41KB)
Ethical Principles
It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).
On occasion it may be appropriate to publish several reports referring to the same database. The author should inform the editor at the time of submission about all previously published or submitted reports and their relation to the current submission, so the editor can judge if the article represents a new contribution. Readers also should be informed; the text of an article should cite other reports that used the same sample (or a subsample) or the same data and methods.
In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).
APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.
Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.
- Download Certification of Compliance With APA Ethical Principles Form (PDF, 26KB)
Other information
See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.
Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.
Panayiota Kendeou, PhD University of Minnesota, United States
Associate editors
Olusola Adesope, PhD Washington State University, United States
Daniel Ansari, PhD The University of Western Ontario, Canada
Jason Anthony, PhD University of South Florida, United States
Matthew L. Bernacki, PhD University of North Carolina at Chapel Hill, United States
Rebecca Collie, PhD University of New South Wales, Australia
Jill Fitzgerald, PhD The University of North Carolina at Chapel Hill, United States
Samuel Greiff, PhD University of Luxembourg, Luxembourg
Beth Kurtz-Costes, PhD The University of North Carolina at Chapel Hill, United States
Alexandra List, PhD Pennsylvania State University, United States
Doug Lombardi, PhD University of Maryland, United States
Jamaal Matthews, PhD University of Michigan, United States
Jeannette Mancilla-Martinez, EdD Vanderbilt University, United States
Matthew T. McCrudden, PhD Pennsylvania State University, United States
Kristen McMaster, PhD University of Minnesota, Twin Cities, United States
Krista Muis, PhD McGill University, Canada
Erika Patall, PhD University of Southern California, United States
Tobias Richter, DPhil Wurzburg University, Germany
Rod Roscoe, PhD Arizona State University Polytechnic, United States
Haley Vlach, PhD University of Wisconsin–Madison, United States
Editorial fellows
Jimena Cosso, PhD The Pennsylvania State University, United States
Vanessa W. Vongkulluksn, PhD University of Nevada Las Vegas, United States
Alyssa Emery, PhD Iowa State University, United States
Jackie Eunjung Relyea, PhD North Carolina State University, United States
Nigel Mantou Lou, PhD University of Victoria, Canada
Consulting editors
Stephen Aguilar, PhD University of Southern California, United States
Patricia A. Alexander, PhD University of Maryland, United States
Laura Allen, PhD University of Minnesota, United States
Ariel Aloe, PhD University of Iowa, United States
Rui Alexandre Alves, PhD University of Porto, Portugal
Eric M. Anderman, PhD The Ohio State University, United States
David Aparisi, PhD University of Alicante, Spain
Shannon Audley, PhD Smith College, United States
Christine L. Bae, PhD Virginia Commonwealth University, United States
Drew Bailey, PhD University of California Irvine, United States
Christina Barbieri, PhD University of Delaware, United States
Marcia Barnes, PhD Vanderbilt University, United States
Sarit Barzilai, PhD University of Haifa, Israel
Adar Ben-Eliyahu, PhD University of Haifa, Israel
Sebastian Bergold, PhD TU Dortmund University, Germany
Gina Biancarosa, EdD University of Oregon, United States
Catherine Bohn-Gettler, PhD College of Saint Benedict/St. John's University, United States
Mimi Bong, PhD Korea University, South Korea
Geoffrey D. Borman, PhD University of Wisconsin–Madison, United States
Nigel Bosch, PhD University of Illinois Urbana-Champaign, United States
Keiko Bostwick, PhD University of New South Wales, Australia
Ryan P. Bowles, PhD Michigan State University, United States
Jason Braasch, PhD Georgia State University, United States
Lee Branum-Martin, PhD Georgia State University, United States
Ivar Bråten, PhD University of Oslo, Norway
Anne Britt, PhD Northern Illinois, United States
Okan Bulut, PhD University of Alberta, Canada
Irena Burić, PhD University of Zadar, Croatia
Emma Burns, PhD Macquarie University, Australia
Matthew Burns, PhD University of Missouri, United States
Fabrizio Butera, PhD University of Lausanne, Switzerland
Andrew Butler, PhD Washington University in St. Louis, United States
Jeffrey Bye, PhD University of Minnesota, United States
Christy Byrd, PhD North Carolina State University, United States
Maria Carlo, PhD University of South Florida, United States
Gina Cervetti, PhD Michigan State University, United States
Yi-Ling Cheng, PhD Kaohsiung Medical University, Taiwan
Jason A. Chen, PhD College of William & Mary, United States
Chia-Yi Chiu, PhD University of Minnesota, United States
Eunsoo Cho, PhD Michigan State University, United States
Jason Chow, PhD University of Maryland, United States
David Coker, EdD University of Delaware, United States
Donald Compton, PhD Florida State University, United States
Pierre Cormier, PhD Université de Moncton, Canada
Scotty D. Craig, PhD Arizona State University, United States
Jennifer G. Cromley, PhD University of Illinois at Urbana-Champaign, United States
Ting Dai, PhD University of Illinois Chicago, United States
Samantha Daley, EdD University of Rochester, United States
Lia Daniels, PhD University of Alberta, Canada
Bert De Smedt, PhD Katholieke Universiteit Leuven, Belgium
David DeLiema, PhD University of Minnesota, United States
Denis Dumas, PhD University of Georgia, United States
Alexa Ellis, PhD University of Alabama, United States
Logan Fiorella, PhD University of Georgia, United States
D. Jake Follmer, PhD West Virginia University, United States
Carlton Fong, PhD Texas State University, United States
Barbara R. Foorman, PhD Florida State University, United States
David Francis, PhD University of Houston, United States
Jan C. Frijters, PhD Brock University, Canada
Lynn S. Fuchs, PhD Vanderbilt University, United States
Emily R. Fyfe, PhD Indiana University, United States
David Galbraith, MC University of Southampton, United Kingdom
Dragan Gasevic, PhD Monash University, Australia
Hanna Gaspard, PhD Technische Universität Dortmund, Germany
Hunter Gehlbach, PhD John Hopkins University, United States
Amy Gillespie Rouse, PhD Southern Methodist University, United States
Susan R. Goldman, PhD University of Illinois, Chicago, United States
Arthur Graesser, PhD University of Memphis, United States
Steve Graham, PhD Arizona State University, United States
DeLeon L. Gray, PhD North Carolina State University, United States
Jeffrey Alan Greene, PhD University of North Carolina at Chapel Hill, United States
John T. Guthrie, PhD University of Maryland College Park, United States
Antonio P. Gutierrez de Blume, PhD Georgia Southern University, United States
Peter Halpin, PhD University of North Carolina at Chapel Hill, United States
Karen R. Harris, EdD Arizona State University, United States
Courtney Hattan, PhD University of North Carolina at Chapel Hill, United States
Michael A. Hebert, PhD University of California Irvine, United States
Paul R. Hernandez, PhD Texas A&M University, United States
Flaviu Adrian Hodis, PhD Victoria University of Wellington, New Zealand
HyeJin Hwang, PhD University of Minnesota, United States
Michelle Hurst, PhD Rutgers University, United States
Thormod Idsøe, PhD University of Oslo, Norway
Kalypso Iordanou, PhD University of Central Lancashire Cyprus, Cyprus
Allison Jeager, PhD Mississippi State University, United States
Marcus Johnson, PhD University of Cincinnati, United States
Nancy C. Jordan, EdD University of Delaware, United States
Avi Kaplan, PhD Temple University, United States
Sihui (Echo) Ke, PhD University of Kentucky, United States
Michael Kieffer, EdD New York University, United States
Carita Kiili, PhD Tampere University, Finland
Nana Kim, PhD University of Minnesota, United States
Yeo-eun Kim, PhD Florida State University, United States
Young-Suk Kim, PhD University of California Irvine, United States
Robert M. Klassen, PhD University of York, United Kingdom
Thilo Kleickmann, PhD Kiel University, Germany
Uta Klusmann, PhD Kiel University, Germany
Alison C. Koenka, PhD The University of Oklahoma, United States
Paulina Kulesz, PhD University of Houston, United States
Revathy Kumar, PhD University of Toledo, United States
Shelbi Kuhlmann, PhD University of Memphis, United States
Marko Lüftenegger, PhD University of Vienna, Austria
Karin Landerl, PhD University of Graz, Austria
Nicole Landi, PhD University of Connecticut, United States
Fani Lauermann, PhD Technische Univeristät Dortmund, Germany
Rebecca Lazarides, PhD University of Potsdam, Germany
Pui-Wa Lei, PhD Pennsylvania State University, United States
Erica Lembke, PhD University of Missouri, Columbia, United States
Xiaodong Lin, PhD Columbia University, United States
Tzu-Jung Lin, PhD The Ohio State University, United States
Lisa Linnenbrink- Garcia, PhD Michigan State University, United States
Nikki Lobczowski, PhD McGill University, Canada
Jessica Logan, PhD Vanderbilt University, United States
Francesca Lopez, PhD Pennsylvania State University, United States
David Lubinski, PhD Vanderbilt University, United States
Oliver Lüdtke, PhD Leibniz Institute for Science and Mathematics Education, Germany
Joseph P. Magliano, PhD Georgia State University, United States
Gwen C. Marchand, PhD University of Nevada, Las Vegas, United States
Scott Marley, PhD Arizona State University, United States
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- Educational Psychology Role In Improving How You Learn
Educational Psychology, Its Role in Improving How You Learn
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| of how one processes incoming stimulus, uses visual and cognitive skills, and encodes the information into long-term memory (Buehl & Fives, 2011; Moreno, 2010) | This was valuable in my graduate studies, my role as a teacher, and even in the context of communicating with parents. | |
| Insight into language development, cognitive development | This was helpful in the lesson planning process. | |
| Awareness of the relationship between human development to the capacity to change (Belmonte; Calder Stegemann, 2014) | This was helpful in the context of life-long learning and parenting. | |
| The ability to translate cognitive, affective, and social processes into teaching and learning experiences (Belmonte, 2015) | This was helpful in the lesson planning process and in instructional practice. | |
| Psychosocial and Cognitive Development Theories Perspicacity | Knowing psychosocial and cognitive development theories was helpful when lesson planning and helpful in my role as a parent. | |
| Consideration of differences such as: | Considering these differences helped in lesson planning, setting up the seating of students in the classroom, and in instructional practice. | |
| Responsiveness to Cultural and Socioeconomic Diversity | Such responsiveness helped in communicating with stakeholders, in planning lessons and instructional activities, and in daily instructional practices. | |
| Cognizance of Learning Theories: | This cognizance is helpful in class management, lesson planning, and selecting media for lessons, collaborating with colleagues. | |
| Familiarity with Motivation | Class management and parenting. | |
| Attentiveness to Classroom Management and Parenting Styles: | Class management and parenting. |
The Track Record of Educational Psychology in Improving How You Learn The research and literature address track record of how educational psychology can improve learning. For example, Deemer (2009) discussed a study that explored the concept of using psychology tenants to address problems that arise in education settings. In this 2009 study, participants who were graduate level students enrolled in an educational psychology course reported that educational psychology knowledge could be used to solve problems that arise in classroom settings. A 2011 study explored the question of the extent to which pre-service teachers could integrate principles of educational psychology in instructional practices Participants reported that they could recognize “implications of educational psychology within teacher strategies” (Faircloth & He, 2011, p. 12). Wrapping Up Whether you are a teacher, a preservice teacher, a lifelong learner, or both, you are involved in a complex journey. Why venture forward without a chart, or a boat for that matter? The pillars of educational psychology might be both the chart and the boat to support you on your learning journey. Views and opinions stated herein are the individual's and not necessarily those of the University.
References:
Belmonte, L. (2015). Refining pedagogy with a humanistic psychology of cognitive mediation. Transylvanian Journal of Psychology, 16(1), 71-84.
Buehl, M. M., & Fives, H. (2011). Best Practices in Educational Psychology: Using Evolving Concept Maps as Instructional and Assessment Tools. Teaching Educational Psychology, 7(1), 62-87. Calder Stegemann, K. J. (2014). Confessions of an educational psychologist. Frontiers in Psychology, 51-6. doi:10.3389/fpsyg.2014.00892 Deemer, S. A. (2009). Using Action Research Methodology to Unite Theory and Practice. Teaching Educational Psychology, 3(3). Retrieved from ERIC Dembro, M. H. (1978). Parent education: Implications for educational psychology. Paper presented at annual meeting of the American Educational Research Association, Toronto, Ontario. Educational Psychology. (2014). Funk & Wagnall’s New World Encyclopedia, 1p. 1. Faircloth, B., He, Y., & Higgins, H. (2011). The Impact of Service-Learning-Type Experiences on Preservice Teachers' Integration of Principles of Educational Psychology. Teaching Educational Psychology, 7(1), 1-26. Retrieved from ERIC Krull, E., Koni, I., & Oras, K. (2013). Impact on student teachers' conception of learning and teaching from studying a course in educational psychology. Asia-Pacific Journal of Teacher Education, 41(2), 218-231. Moreno, R. (2010). Educational psychology. Hoboken, NJ: John Wiley & Sons, Inc. Noh, N. M., Siraj, S., Jamil, M. M., Husin, Z., & Sapar, A. A. (2015). Design of Guidelines on the Learning Psychology in the Use of Facebook as a Medium for Teaching & Learning in Secondary School. Turkish Online Journal of Educational Technology - TOJET, 14(1), 39-44. Patrick, H., Anderman, L. H., Bruening, P. S., & Duffin, L. C. (2011).The Role of Educational Psychology in Teacher Education: Three Challenges for Educational Psychologists. Educational Psychologist, 46(2), 71-83. Psychology. (2015). In Columbia University and P. Lagasse, The Columbia Encyclopedia. New York, NY: Columbia University Press. Smith, P.L.,& Ragan, T.J. (2005). Instructional Design (3rd ed). Hoboken, NJ: Wiley Jossey-Bass Education Snowman, J. & McCown, R. (2013). Ed Psych. Belmont, CA: Wadsworth
About the Author
Denise Douglas-Faraci, EdD
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Students pursuing our Master of Science in Educational Psychology & Research Methodology include: Teachers seeking advanced academic qualifications; Graduate students whose ultimate goal is a PhD; This residential program has rolling admission. Applications must be fully complete and submitted (including all required materials) and all ...
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Master's in Educational Psychology Overview. It's time to earn your educational psychology degree. Be ready for real opportunities in settings ranging from K-12 to higher education to corporate and government environments. Understand the psychology of how diverse types of students learn so that you can improve their outcomes and experiences.
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Learn how to improve educational programs and practices with this online degree. The program covers research, evaluation, intervention, and diversity in educational psychology.
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The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the journal is the occasional publication of exceptionally important meta-analysis articles that are pertinent to educational psychology.
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Prior to joining Pitt Education, Ibrahim earned a PhD in applied psychology from the Steinhardt School of Culture, Development, and Education at New York University. She received her bachelor's in psychology and theatre from Muhlenberg College and is trained as a teaching artist and creative facilitator, dancer, and theatre artist. Duck-chul Lee
Xiang Zhou. Associate Professor Counseling Psychology Educational Studies. Work Phone: (765) 494-9739 Work Email: [email protected] Website: Personal Website. Categories: Counseling and Development, Counseling Psychology, Educational Studies. Diversity and Social Justice Statement.
The NAADAC (Association for Addiction Professionals) has designated Purdue Global as an Approved Education Provider for meeting nationally approved standards for the addiction counseling profession. Students who complete the Master of Science in Psychology with a concentration in addictions program will meet the coursework requirements to take ...
Physiological Psychology . Code PSYC 4318.060 . Term Fall 2024 . Instructor Anwesha Maitra . Department. ... This textbook is a FREE Open Educational Resource (OER), but I am required to put this note here in the syllabus anyway by the University. Recommended Resources . Purdue University Writing Lab. APA formatting and style guide (7th Edition ...
Purdue University Northwest offered more than 20 summer camp programs for local K-12 students. Children were able to participate in a range of activities centered on lessons involving robotics, artificial intelligence, forensics, nursing, environmental sciences, psychology, sports and more. Read News Coverage About PNW's Summer Camps
This degree offers five areas of specialization, allowing students to concentrate on a specific branch of psychology that piques their interests. Students with this undergraduate degree typically pursue careers in education, healthcare, personnel management, or choose to continue their studies in graduate programs focused on psychology and law. ...
PSY 12000 - Elementary Psychology: 3: PSY 23500 - Child Psychology: 3: PSY 35000 - Abnormal Psychology: 3: ... All Purdue University Teacher Education Program and Indiana Department of Education requirements must be met for recommendation for Indiana licensure.
Lester C. Loschky p. 2 HONORS AND AWARDS 2019 Association for Psychological Sciences (APS), Fellow 2014 Eye Tracking Research & Applications (ETRA) Symposium, Best Full Paper Award 2003 American Psychological Association (APA) (Division 3), New Investigator Award 2002 Vision Sciences Society (VSS), Graduate Student First Author Travel Fund Award