education academic journal

• DOI: 10.26666/rmp.jssh.2023.6.4
• Corpus ID: 268565759

The Effects of Mental Health Issues and Academic Performance

• Arianta Rachmana , Aini Syahira Jamaluddin
• Published in Journal of social sciences… 30 December 2023
• Psychology, Education

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Demystify the Ivies

A loss of trust and stature could be just what our elite universities need in order to fix themselves.

Long before Hamas’s attack on Israel last fall, Americans had grown skeptical of their elite universities. The safe spaces, the academic-speak elevating inane ideas, and the cancellations of nonprogressive arguments all suggested institutions adrift. Events on campuses since October 7 destroyed any lingering illusions. The anti-Israel (and often anti-American) frenzies seemed tolerated, if not supported , by university administrations and even encouraged by some faculty. It has been a disgraceful spectacle.

Have we finally hit bottom? If so, things may start getting better. A loss of trust and stature could be just what our elite universities need in order to fix themselves.

America’s elite universities remain the envy of the world, with unrivaled academic talent and Nobel Prize–winning research. They still attract talented students and produce leaders in government and industry worldwide, commanding a status that few other schools can match. But their stature has fallen. Some federal judges say that they won’t hire law clerks from Columbia University. One survey found that 33 percent of hiring managers are less likely to hire Ivy League graduates now than five years ago. Employers can’t be blamed, argues Nate Silver , when they assume that many applicants were admitted for dubious reasons, were coddled academically with inflated grades, and are likely to bring divisive politics into the office.

Several trends led to this point. As the American economy transitioned to knowledge-based industries, the returns on college education increased, and elite universities became more important. They also became more desirable globally, enhancing the reputation of undergraduate and professional degrees. More people attended college, placing a higher premium on slots at elite schools. Attendance at such schools was presumed to ensure a job on the fast track. (On average, however, graduates of these universities don’t earn much more compared with similar students from other schools.)

Elite myopia was an outgrowth of elite-ness itself. Once vested with the power and prestige to curate the world’s leadership class, these institutions were compromised from within, undermining their mission of education and scholarship. Top universities believed that they made the elite, rather than the elite making them. Risk aversion led to an expansion of administrative staff, who became a force unto themselves , ensuring job security. Generations of left-leaning faculty hired new faculty who shared their politics. Elite schools cultivated students and professors drawn to activism and the “correct” political opinions.

The goal was not just to educate elite families’ children but to select who should be considered elite and teach them the values deemed correct. In the abstract, at least, this idea had noble intentions. Many bright, deserving students from disadvantaged backgrounds lack access to a quality high school education and the cultural knowledge to appeal to admissions officers. For them, attending such a school can be life-changing . But the mission of curating and educating the elite became corrupt. A radicalized administrative class led to mandatory diversity statements for faculty, elimination of the SAT requirement, and discrimination against Asian students, among other baleful developments.

The question is how to return to meritocratic values in these leading schools. Elite universities still have some of the world’s best faculty and students. But some academic departments are overrun with true believers, and university staff is dominated by administrators who will resist any change. We need to rethink the belief that admission to elite universities offers the only keys to the kingdom. The recent campus tumults thus might be the best thing for these universities in the long run. If a degree from a great state school like Texas A&M is seen as no less valuable than one from an Ivy League university, then America’s top colleges might finally get out of the elite-minting business and return to their original mission of education and research.

Allison Schrager is a senior fellow at the Manhattan Institute and a City Journal contributing editor.

Photo: Catherine McQueen / Moment via Getty Images

City Journal is a publication of the Manhattan Institute for Policy Research (MI), a leading free-market think tank. Are you interested in supporting the magazine? As a 501(c)(3) nonprofit, donations in support of MI and City Journal are fully tax-deductible as provided by law (EIN #13-2912529).

Which Way the University? A symposium on higher education in the United States

A crisis on campus / brian c. anderson, third time’s a charm / john j. diiulio jr., free speech is not enough / wilfred m. mcclay, dei v. science / john tierney, demystify the ivies / allison schrager, is college still worth it / preston cooper, accreditation is broken; can it be fixed / andrew gillen, make schools bear some of the risk of student loans / tim rosenberger, the difficult work of academic reform / christopher f. rufo, building a new university on firm foundations / joe lonsdale.

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Journal of 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. Please note, the journal does not typically publish reliability and validity studies of specific tests or assessment instruments.

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Journal of Educational Psychology supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts .

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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 .

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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.

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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.

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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.

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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).

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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 .

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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.

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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.

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In online supplemental materials

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Submitting supplemental materials

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Educational impact and implications statement

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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.

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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

Jacob M. Marszalek, PhD University of Missouri–Kansas City, United States

Andrew J. Martin, PhD University of New South Wales, Australia

Lucia Mason, PhD Padova University, Italy

Richard E. Mayer, PhD University of California, Santa Barbara, United States

Catherine McBride, PhD Purdue University, United States

Kathryn McCarthy, PhD Georgia State University, United States

Leigh McLean, PhD University of Delaware, United States

David Miele, PhD Boston College, United States

Caitlin Mills, PhD University of Minnesota, United States

Katherine Muenks, PhD University of Texas at Austin, United States

P. Karen Murphy, PhD Pennsylvania State University, United States

Benjamin Nagengast, PhD University of Tübingen, Germany

Johannes Naumann, PhD University of Wuppertal, Germany

Kristie J. Newton, PhD Temple University, United States

Tuan D. Nguyen, PhD Kansas State University, United States

Christoph Niepel, PhD University of Luxembourg, Luxembourg

Nikos Ntoumanis, PhD University of Southern Denmark, Denmark

E. Michael Nussbaum, PhD University of Nevada, Las Vegas, United States

Fred Paas, PhD Erasmus University Rotterdam & University of Wollongong, the Netherlands

Steven Pan, PhD National University of Singapore, Singapore

Reinhard Pekrun, PhD University of Munich, Germany

Peng Peng, PhD University of Texas at Austin, United States

Eija Pakarinen, PhD University of Jyväskylä, Finland

Tony Perez, PhD Old Dominion University, United States

Yaacov Petscher, PhD Florida State University, United States

Stephen Peverly, PhD Columbia University, United States

Emily Phillips Galloway, EdD Vanderbilt University, United States

Shayne Piasta, PhD The Ohio State University, United States

Patrick Proctor, EdD Boston College, United States

Karen E. Rambo-Hernandez, PhD Texas A&M University, United States

Martina Rau, PhD University of Wisconsin–Madison, United States

Jenni Redifer, PhD Western Kentucky University, United States

Jackie Relyea, PhD North Carolina State University, United States

Gert Rijlaarsdam, PhD University of Amsterdam, the Netherlands

Greg Roberts, PhD University of Texas at Austin, United States

Kristy A. Robinson, PhD McGill University, Canada

Julian Roelle, PhD Ruhr University Bochum, Germany

Emily Rosenzweig, PhD University of Georgia, United States

Cary Roseth, PhD Michigan State University, United States

Teya Rutherford, PhD University of Delaware, United States

John Sabatini, PhD University of Memphis, United States

Lalo Salmerón, PhD University of Valencia, Spain

Tanya Santangelo, PhD Arcadia University, United States

Chris Schatschneider, PhD Florida State University, United States

Katharina Scheiter, PhD Leibniz-Institut für Wissensmedien, Germany

Ulrich Schiefele, PhD University of Potsdam, Germany

Jennifer A. Schmidt, PhD Michigan State University, United States

Sascha Schroeder, PhD University of Göttingen, Germany

Dale H. Schunk, PhD University of North Carolina at Greensboro, United States

Malte Schwinger, PhD Universität Marburg, Germany

Corwin Senko, PhD State University of New York at New Paltz, United States

Priti Shah, PhD University of Michigan, United States

Gale M. Sinatra, PhD University of Southern California, United States

Olivenne Skinner, PhD Wayne State University, United States

Benjamin Solomon, PhD University at Albany, United States

Susan Sonnenschein, PhD University of Maryland, Baltimore County, United States

Jörn Sparfeledt, PhD University of Saarbrucken, Germany

Elsbeth Stern, PhD Eidgenössische Technische Hochschule Zürich, Switzerland

H. Lee Swanson, PhD University of New Mexico, United States

Ian Thacker, PhD University of Texas–San Antonio, United States

Keith William Thiede, PhD Boise State University, United States

Theresa A. Thorkildsen, PhD University of Illinois Chicago, United States

Minna Torppa, PhD University of Jyväskylä, Finland

Gregory Trevors, PhD University of Southern Carolina, United States

Yuuko Uchikoshi, EdD University of California, Davis, United States

Timothy L. Urdan, PhD Santa Clara University, United States

Ellen L. Usher, PhD Mayo Clinic College of Medicine and Science, United States

Keisha Varma, PhD University of Minnesota, United States

Regina Vollmeyer, PhD Goethe-Universität, Germany

Vanessa Vongkulluksn, PhD University of Las Vegas–Nevada, United States

Zhenhong Wang, PhD Shaanxi Normal University, China

Zhe Wang, PhD Texas A&M University, United States

Jeanne Wansek, PhD Vanderbilt University, United States

Christopher A. Was, PhD Kent State University, United States

Kathryn Wentzel, PhD The University of Maryland, United States

Kay Wijekumar, PhD University of Texas, United States

Jeffrey Williams, PhD University of South Florida, United States

Joanna P. Williams, PhD Columbia University, United States

Joshua Wilson, PhD University of Delaware, United States

Phillip H. Winne, PhD Simon Fraser University, Canada

Kui Xie, PhD Michigan State University, United States

Christoph Zangger, PhD University of Bern, Switzerland

Matthew Zajic, PhD Columbia University, United States

Cristina D. Zepeda, PhD Vanderbilt University, United States

Haomin (Stanley) Zhang, PhD East China Normal University, China

Li-Fang Zhang, PhD The University of Hong Kong, Hong Kong

Steffen Zitzmann, PhD Eberhard Karls Universitat Tubingen, Germany

Sharon Zumbrunn, PhD Virginia Commonwealth University, United States

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Transparency and Openness Promotion

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 ). The TOP Guidelines cover eight fundamental aspects of research planning and reporting that can be followed by journals and authors at three levels of compliance.

• Level 1: Disclosure—The article must disclose whether or not the materials are posted to a trusted repository.
• Level 2: Requirement—The article must share materials via a trusted repository when legally and ethically permitted (or disclose the legal and/or ethical restriction when not permitted).
• Level 3: Verification—A third party must verify that the standard is met.

As outlined in Dr. Panayiota Kendeou's inaugural editorial ( Kendeou, 2021 ), empirical research, including meta-analyses, submitted to the J ournal of Educational Psychology  must, at a minimum, meet Level 1 (Disclosure) for all eight aspects of research planning and reporting. Authors should include a subsection in their methods description titled “Transparency and openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines.

The list below summarizes the minimal TOP requirements of the journal. Please refer to the Center for Open Science TOP guidelines for details, and  contact the editor  (Panayiota Kendeou, PhD) with any further questions. APA recommends sharing data, materials, and code via  trusted repositories (e.g.,  APA’s repository  on the Open Science Framework (OSF)). 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.

We encourage investigators to preregister their studies and to share protocols and analysis plans prior to conducting the research. There are many available preregistration forms (e.g., the APA Preregistration for Quantitative Research in Psychology template, ClininalTrials.gov , or other preregistration templates available via OSF ). Completed preregistration forms should be posted on a publicly accessible registry system (e.g., OSF , ClinicalTrials.gov, or other trial registries in the WHO Registry Network).

A list of participating journals is also available from APA.

The following list presents the eight fundamental aspects of research planning and reporting, the TOP level required by the  J ournal of Educational Psychology , and a brief description of the journal's policy.

• Citation: Level 1, Disclosure—All data, program code, and other methods developed by others should be cited in the text and listed in the references section.
• Data Transparency: Level 1, Disclosure—Article states whether the raw and/or processed data on which study conclusions are based are posted to a trusted repository and, if so, how to access them.
• Analytic Methods (Code) Transparency: Level 1, Disclosure—Article states whether computer code or syntax needed to reproduce analyses in an article is posted to a trusted repository and, if so, how to access it.
• Research Materials Transparency: Level 1, Disclosure—Article states whether materials described in the method section are posted to a trusted repository and, if so, how to access them.
• Design and Analysis Transparency (Reporting Standards): Level 1, Disclosure—The journal encourages the use of APA Style Journal Article Reporting Standards ([JARS-Quant, JARS-Qual, and/or MARS]). 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.
• Study Preregistration: Level 1, Disclosure—Article states whether the study design and (if applicable) hypotheses of any of the work reported was preregistered and, if so, how to access it. Authors may submit a masked copy via stable link or supplemental material or may provide a link after acceptance.
• Analysis Plan Preregistration: Level 1, Disclosure—Article states whether any of the work reported preregistered an analysis plan and, if so, how to access it. Authors may submit a masked copy via stable link or supplemental material or may provide a link after acceptance.
• Replication: Level 1, Disclosure—The journal publishes replications.

Other open science initiatives

• Open Science badges: Offered
• Public significance statements: Offered
• Author contribution statements using CRediT: Offered
• Registered Reports: Published
• Replications: Published

Explore open science at APA .

Inclusive study designs

Definitions and further details on inclusive study designs are available on the Journals EDI homepage .

Inclusive reporting standards

• Bias-free language and community-driven language guidelines (required)
• Author contribution roles using CRediT (required)
• Data sharing and data availability statements (required)
• Impact statements (required)
• Participant sample descriptions (required)

More information on this journal’s reporting standards is listed under the submission guidelines tab .

Pathways to authorship and editorship

Principal reviewer board.

This journal offers a principal reviewer board for early career researchers.

Other EDI offerings

Masked peer review.

This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).

Announcements

• Call for editorial fellow nominations
• Inaugural editorial: Enhancing research excellence through diversity and transparency by Editor Panayiota Kendeou, PhD

Editor Spotlight

• Read an interview with Editor Panayiota Kendeou, PhD

From APA Journals Article Spotlight ®

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5		journal	3.874 Q1	100	48	130	5704	2101	129	12.20	118.83	57.87
6		journal	3.863 Q1	130	84	216	7477	2702	214	4.93	89.01	55.99
7		journal	3.651 Q1	232	163	597	13475	9892	596	12.14	82.67	47.96
8		journal	3.520 Q1	68	72	199	2880	2148	182	10.46	40.00	44.83
9		journal	3.313 Q1	11	14	46	400	635	40	18.34	28.57	62.96
10		journal	3.227 Q1	29	79	106	5426	2196	105	18.85	68.68	31.47
11		journal	2.966 Q1	185	62	269	5579	3184	253	6.30	89.98	54.17
12		journal	2.838 Q1	54	12	21	1493	236	21	8.20	124.42	61.90
13		journal	2.808 Q1	116	20	74	3639	621	74	7.31	181.95	63.08
14		journal	2.774 Q1	252	53	307	5250	2234	306	6.45	99.06	57.48
15		journal	2.761 Q1	118	51	104	5425	885	103	6.56	106.37	68.78
16		journal	2.738 Q1	106	130	273	5755	2125	272	6.97	44.27	55.08
17		journal	2.606 Q1	105	61	101	2688	644	81	5.00	44.07	52.53
18		journal	2.601 Q1	60	94	161	5032	1493	146	4.15	53.53	58.00
19		journal	2.578 Q1	61	62	183	3613	2510	178	11.28	58.27	52.17
20		journal	2.426 Q1	117	18	76	1500	827	75	9.75	83.33	52.38
21		journal	2.425 Q1	119	120	387	7794	3894	366	9.33	64.95	48.14
22		journal	2.357 Q1	144	80	243	4949	1824	236	6.12	61.86	47.45
23		journal	2.249 Q1	88	229	835	18525	11016	834	12.66	80.90	34.93
24		journal	2.232 Q1	144	35	142	2674	802	141	4.99	76.40	61.98
25		journal	2.198 Q1	107	42	190	3459	1159	174	4.85	82.36	68.75
26		journal	2.158 Q1	109	56	129	2747	762	115	5.14	49.05	63.64
27		journal	2.155 Q1	29	84	192	3501	1345	99	5.38	41.68	45.53
28		journal	2.124 Q1	115	82	166	5522	836	153	4.52	67.34	52.29
29		journal	2.105 Q1	111	23	71	1314	388	66	3.79	57.13	54.90
30		journal	2.082 Q1	289	172	621	11356	3257	614	4.57	66.02	61.38
31		journal	2.075 Q1	104	146	461	9456	3132	458	6.12	64.77	43.27
32		journal	2.065 Q1	127	256	396	15378	3075	392	7.11	60.07	52.47
33		journal	2.041 Q1	113	22	55	1730	276	53	4.17	78.64	50.00
34		journal	2.035 Q1	50	68	187	5429	1767	174	7.37	79.84	55.85
35		journal	2.007 Q1	95	38	106	3403	550	97	4.51	89.55	43.02
36		journal	1.987 Q1	74	0	43	0	328	40	3.11	0.00	0.00
37		journal	1.982 Q1	21	40	63	1645	288	56	4.46	41.13	68.25
38		journal	1.954 Q1	144	186	494	11252	2846	489	5.44	60.49	61.37
39		journal	1.937 Q1	120	899	1482	45502	12101	136	5.91	50.61	34.69
40		journal	1.933 Q1	95	16	58	1494	236	58	3.84	93.38	62.00
41		journal	1.908 Q1	132	96	127	4236	669	122	5.03	44.13	61.15
42		journal	1.906 Q1	157	99	181	9134	1171	168	5.19	92.26	59.22
43		journal	1.898 Q1	60	235	544	12273	3423	526	4.26	52.23	70.75
44		journal	1.888 Q1	122	112	178	5739	923	171	4.44	51.24	47.51
45		journal	1.866 Q1	112	71	150	3408	620	150	3.57	48.00	37.28
46		journal	1.866 Q1	75	98	124	6503	1063	121	8.11	66.36	51.61
47		journal	1.852 Q1	62	89	123	4840	1140	112	5.56	54.38	57.95
48		journal	1.842 Q1	62	76	99	5306	789	91	7.30	69.82	41.16
49		journal	1.842 Q1	114	179	313	12758	2443	312	7.41	71.27	46.41
50		journal	1.840 Q1	111	55	151	5498	837	149	4.29	99.96	65.33

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Science & Education

Contributions from History, Philosophy and Sociology of Science and Mathematics

Science & Education  is the official journal of the IHPST group, which focuses  on enhancing teaching, learning, and curricula in science and mathematics through historical, philosophical, and sociological approaches.

• Promotes the inclusion of history and philosophy in science and mathematics teacher education programs.
• Encourages the discussion of the philosophy and purpose of science and mathematics education.
• Fosters collaboration among scientists, mathematicians, historians, philosophers, cognitive psychologists, sociologists, and educators.
• Complemented by the book series Science: Philosophy, History and Education.
• High author satisfaction with 94% considering publishing in the journal again.

This is a transformative journal , you may have access to funding.

• Sibel Erduran

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Latest issue

Volume 33, Issue 4

Latest articles

Measuring self-efficacy beliefs in teaching inquiry-based science and the nature of scientific inquiry.

• Radu Bogdan Toma
• Iraya Yánez-Pérez
• Jesús Ángel Meneses-Villagrá

Is the Effect of Educational Attainments on Trust in Scientists Underestimated?

• Alena Auchynnikava
• Nazim Habibov

The Power of Tentative Truth: The Impacts of Enhanced Science Instruction on Student Paranormal Beliefs

When Nature of Science Meets Quantum Physics: Insights from NOS Representation in Chinese Physics Textbooks

Anthropocene Literacy for Science Education

• Seul-gi Lee
• Buhm Soon Park

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Supporting the sustainable developmental goals.

Call for papers: New Histories of Science and Science Education

We invite science education scholars (and also historians of science concerned by those themes) to reflect on the following questions and topics:  

• Given the development of the History of Science as a field, which emerging roles, themes and tendencies can be identified in the interface between science education and the History of Science to promote social justice? 
• How does the revision of topics in the History of Science hold potential for renewing the teaching and learning of canonical topics in science education?
• How can the teaching around gender, race and class in science education be informed by colonial, racialized and gendered histories of science to promote justice-centred science education
• How do nonformal science education approaches (e.g. in science museums, science centers, but also YouTube channels etc.) change due to the development in History of Science, and how does the audience response to these changes?

Submit your manuscript until  October 14th, 2024!

Meet the Editor-in-Chief

Sibel Erduran is a Professor of Science Education and Fellow of St Cross College at University of Oxford, United Kingdom. More...

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