| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 158 | 145 | 163 | 28 |
| Social Sciences and Humanities | 379 | 20 | 27 | 11 |
Developmental psychology, Social psychology, Mathematics education, Test (assessment) and Cognitive psychology are among the topics commonly tackled in British Journal of Educational Psychology. British Journal of Educational Psychology addresses concerns in Developmental psychology which are intertwined with other disciplines, such as Cognition, Personality and Reading (process). It emphasizes research on Cognition, which includes concerns such as Cognitive development.
Specifically, studies on Extraversion and introversion are prevalent in the Personality works discussed. Reading (process) study tackled is connected to the field of Comprehension. Topics in Social psychology explored in it were investigated in conjunction with research in Context (language use), Perception and Educational psychology.
The studies in Mathematics education featured incorporate elements of Pedagogy and Sample (statistics). It connects the study in Academic achievement with the closely related area of Self-concept. The research on Psychometrics discussed in it draws on the closely related field of Test validity.
The published papers are organized to reinforce research efforts on Developmental psychology, Social psychology, Academic achievement, Mathematics education and Cognition. The study of Developmental psychology in the published articles encompasses disciplines such as Reading (process), as well as fields such as Comprehension, all of which overlap with one another. The most cited articles address concerns in the field of Cognition by exploring it in line with topics in Cognitive psychology which intersect with Educational psychology subjects.
British Journal of Educational Psychology mainly tackles studies in Developmental psychology, Sample (statistics), Academic achievement, Structural equation modeling and Cognition. The works on Developmental psychology deal in particular with Mediation (statistics). The close relationship between Test (assessment) and Reading (process) is one of the points of interest dissected in Mediation (statistics) research.
Research in Mathematics education and the interrelating topic of Empirical research and Longitudinal study were among the subjects of interest in the Sample (statistics) studies discussed in the journal. The study of Social psychology and how it intertwines with concepts under Perspective (graphical) were explored in the presented Academic achievement research. The work on Cognition tackled in it brings together disciplines like Self-efficacy, Task (project management) and Educational quality.
A key indicator for each journal is its effectiveness in reaching other researchers with the papers published at that venue.
The chart below presents the interquartile range (first quartile 25%, median 50% and third quartile 75%) of the number of citations of articles over time.
The top authors publishing in British Journal of Educational Psychology (based on the number of publications) are:
The overall trend for top authors publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top authors.
Only papers with recognized affiliations are considered
The top affiliations publishing in British Journal of Educational Psychology (based on the number of publications) are:
The overall trend for top affiliations publishing in this journal is outlined below. The chart shows the number of publications at each edition of the journal for top affiliations.
The publication chance index shows the ratio of articles published by the best research institutions in the journal edition to all articles published within that journal. The best research institutions were selected based on the largest number of articles published during all editions of the journal.
The chart below presents the percentage ratio of articles from top institutions (based on their ranking of total papers).Top affiliations were grouped by their rank into the following tiers: top 1-10, top 11-20, top 21-50, and top 51+. Only articles with a recognized affiliation are considered.
During the most recent 2021 edition, 0.95% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 6.73% were posted by at least one author from the top 10 institutions publishing in the journal. Another 10.58% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 17.31% of all publications and 65.38% were from other institutions.
A very common phenomenon observed among researchers publishing scientific articles is the intentional selection of journals they have already attended in the past. In particular, it is worth analyzing the case when the authors participate in the same journal from year to year.
The Returning Authors Index presented below illustrates the ratio of authors who participated in both a given as well as the previous edition of the journal in relation to all participants in a given year.
The graph below shows the Returning Institution Index, illustrating the ratio of institutions that participated in both a given and the previous edition of the conference in relation to all affiliations present in a given year.
Our experience to innovation index was created to show a cross-section of the experience level of authors publishing in a journal. The index includes the authors publishing at the last edition of a journal, grouped by total number of publications throughout their academic career (P) and the total number of citations of these publications ever received (C).
The group intervals were selected empirically to best show the diversity of the authors' experiences, their labels were selected as a convenience, not as judgment. The authors were divided into the following groups:
The chart below illustrates experience levels of first authors in cases of publications with multiple authors.
As educational psychology continues to evolve as a field, providing rich materials for study and research, there are also numerous career opportunities emerging within this area. One of them is becoming a Licensed Professional Counselor (LPC). In Michigan, for example, the process of becoming an LPC involves following a specific pathway that requires certain educational and experiential components. These include obtaining a recognised degree in counseling or a related field, completing supervised counselling experience, and passing a licensure exam. LPCs utilize various aspects of educational psychology in their daily work, applying theories and principles to help individuals deal with mental health issues or life changes. They may work in a range of settings, such as private practice, mental health clinics, hospitals, and schools. If you are interested in learning more about the requirements for becoming an LPC, we've put together a detailed guide providing information on the steps needed to qualify in Michigan. You can read more about it in our article on how to become a licensed counselot lpc in michigan. Regardless of which route you choose, pursuing a career in educational psychology offers the opportunity to make significant contributions to this field, enriching our understanding of the complex processes of teaching and learning.
Ceren Su Abacioglu;Monique Volman;Agneta H. Fischer
(2020)Claudio Longobardi;Michele Settanni;Shanyan Lin;Matteo Angelo Fabris
(2021)Suzan Nouwens;Margriet A. Groen;Margriet A. Groen;Tijs Kleemans;Ludo Verhoeven
(2021)David W. Putwain;Eva A. Schmitz;Peter Wood;Reinhard Pekrun;Reinhard Pekrun;Reinhard Pekrun
(2021)David W. Putwain;Kristina Loderer;Diahann Gallard;Joanna Beaumont
(2020)Ronnel Bornasal King
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(2020)Angelica Moè;Anne C. Frenzel;Lik Au;Jamie L. Taxer
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