Contemporary Educational Psychology

Top Research Topics at Contemporary Educational Psychology?

The main research concerns discussed in Contemporary Educational Psychology are Developmental psychology, Social psychology, Cognitive psychology, Mathematics education and Academic achievement. The journal focuses on Developmental psychology but the discussions also offer insight into other areas such as Test (assessment), Self-efficacy, Perception and Primary education. Social psychology research featured in Contemporary Educational Psychology incorporates concerns from various other topics such as Context (language use) and Higher education.

While Cognitive psychology is the focus of the journal, it also provided insights into the studies of Metacognition, Task (project management), Comprehension and Reading (process). It emphasizes research on Reading (process), which includes concerns such as Reading comprehension. Research on Mathematics education addressed in the journal frequently intersections with the field of Pedagogy.

It links adjacent topics like Academic achievement with Structural equation modeling. The Recall works, particularly on Free recall are tackled in the journal.

• Developmental psychology (35.90%)
• Social psychology (25.88%)
• Cognitive psychology (23.28%)

What are the most cited papers published in the journal?

• Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. (9579 citations)
• Expectancy-Value Theory of Achievement Motivation. (3861 citations)
• Self-Efficacy: An Essential Motive to Learn. (2168 citations)

Research areas of the most cited articles at Contemporary Educational Psychology:

The published articles focus on Developmental psychology, Social psychology, Academic achievement, Cognitive psychology and Mathematics education. The most cited publications focus on Social psychology but the discussions also offer insight into other areas such as Social environment, Perception and Self-determination theory. The most cited articles focus on Cognitive psychology but sometimes tackle the closely related topic of Reading (process) which is concerned with Comprehension.

What topics the last edition of the journal is best known for?

• Social psychology
• Statistics
• Pedagogy

The previous edition focused in particular on these issues:

The concepts of Developmental psychology, Mathematics education, Cognitive psychology, Longitudinal study and Perception are tackled in Contemporary Educational Psychology. Some problems in Developmental psychology that were presented in Contemporary Educational Psychology overlapped with concepts under Test (assessment), Context (language use), Race (biology), Self-efficacy and Ethnic group. Academic achievement studies in the realm of Mathematics education interact with fields like Multiple goal.

While the journal focused on Cognitive psychology, it was also able to explore topics like Working memory, Relation (database), Affect (psychology) and Comprehension. The Perception works featured in Contemporary Educational Psychology incorporate elements from Effective interventions, Sample (statistics), Social psychology and Competence (law). The research on Social psychology featured in Contemporary Educational Psychology combines topics in other fields like Class (biology), Shyness and Field (Bourdieu).

The most cited articles from the last journal are:

• Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany (6 citations)
• Trajectories of change in reading self-efficacy: A longitudinal analysis of self-efficacy and its sources (4 citations)
• Expectancy-value profiles in math and science: A person-centered approach to cross-domain motivation with academic and STEM-related outcomes (3 citations)

Papers citation over time

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.

Top authors and change over time

The top authors publishing in Contemporary Educational Psychology (based on the number of publications) are:

• Joel R. Levin (28 papers) absent at the last edition,
• Ulrich Trautwein (19 papers) absent at the last edition,
• Raymond W. Kulhavy (18 papers) absent at the last edition,
• Oliver Lüdtke (15 papers) published 1 paper at the last edition,
• Richard E. Mayer (14 papers) absent at the last edition.

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.

Top affiliations and change over time

Only papers with recognized affiliations are considered

The top affiliations publishing in Contemporary Educational Psychology (based on the number of publications) are:

• University of Maryland, College Park (55 papers) absent at the last edition,
• Arizona State University (52 papers) absent at the last edition,
• University of Wisconsin-Madison (48 papers) absent at the last edition,
• University of Hong Kong (33 papers) published 4 papers at the last edition,
• University of Michigan (33 papers) absent at the last edition.

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.

Publication chance based on affiliation

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, 0.00% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 19.05% were posted by at least one author from the top 10 institutions publishing in the journal. Another 9.52% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 23.81% of all publications and 47.62% were from other institutions.

Returning Authors Index

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.

Returning Institution Index

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.

The experience to innovation index

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:

• Novice - P < 5 or C < 25 (the number of publications less than 5 or the number of citations less than 25),
• Competent - P < 10 or C < 100 (the number of publications less than 10 or the number of citations less than 100),
• Experienced - P < 25 or C < 625 (the number of publications less than 25 or the number of citations less than 625),
• Master - P < 50 or C < 2500 (the number of publications less than 50 or the number of citations less than 2500),
• Star - P ≥ 50 and C ≥ 2500 (both the number of publications greater than 50 and the number of citations greater than 2500).

The chart below illustrates experience levels of first authors in cases of publications with multiple authors.

Best Colleges for Studying Psychology in Maine

If you're interested in pursuing a career in psychology, it's important to choose a school that suits your academic needs. State of Maine has a number of reputable universities and colleges where you can acquire a quality education in psychology. These institutions offer a range courses in Cognitive Psychology, Social Psychology, and Developmental Psychology, among others, which are highly researched topics in contemporary educational psychology.

Choosing the right school is paramount, as it forms the foundation of your psychology career. To aid your decision, take a moment to check out this list of good colleges for psychology in Maine, which were carefully selected based on factors such as coursework, faculty expertise, research opportunities, and graduate success rates.

These institutions are known for their comprehensive psychology programs, state-of-the-art research facilities, and experienced faculty, attributes that equip graduates with a solid understanding of the field of psychology and prepare them for future success in their chosen career path.

By enrolling in any of these colleges, you can look forward to a rigorous and rewarding academic experience that will provide you with the knowledge, skills, and research experience needed to thrive in your chosen area of psychology.