| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 42 | 135 | 225 | 42 |
The concepts of Educational psychology, Cognitive psychology, Cognition, Pedagogy and Social psychology are tackled in Educational Psychology Review. Educational psychology research presented in the journal encompasses a variety of subjects, including Teaching method, Cognitive science and Educational research. While it focused on Cognitive psychology, it was also able to explore topics like Working memory, Task (project management), Reading (process), Metacognition and Instructional design.
More specifically, the research on Working memory in it is related to Short-term memory. Educational Psychology Review investigates Reading (process) research which frequently intersects with Comprehension. The in-depth study on Metacognition also explores topics in the intersecting field of Self-regulated learning.
The presented studies in Cognitive load fall within the purview of Cognition but it also intertwines with topics in Perspective (graphical). Discussions in it are anchored in the subject of Pedagogy and the similar topic of Context (language use). The Developmental psychology study tackling the subject of Academic achievement is the focus of it.
The most cited articles investigate areas of study like Educational psychology, Cognitive psychology, Cognition, Social psychology and Pedagogy. The most cited publications hold forums on Educational psychology that merge themes from other disciplines such as Cognitive load, Academic achievement and Learning theory. Aside from discussions in Cognitive psychology, the published articles also deal with the subject of Comprehension which intersects with Reading (process) disciplines.
Educational Psychology Review primarily tackles Educational psychology, Cognitive psychology, Mathematics education, Cognition and Developmental psychology. Educational psychology research featured in the journal incorporates concerns from various other topics such as Test (assessment), Moderation, Reading (process), Clinical psychology and Empirical research. Educational Psychology Review covers research in Cognitive psychology, particularly Recall and how they are related with concepts in Term (time).
Some problems in Mathematics education that were presented in Educational Psychology Review overlapped with concepts under Interpersonal communication and Eye tracking. Educational Psychology Review addresses concerns in Cognition which are intertwined with other disciplines, such as Cognitive science, Learning theory and Educational research. Educational Psychology Review discusses concepts in Academic achievement under Developmental psychology and how they intertwine with disciplines like Systematic review.
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 Educational Psychology Review (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 Educational Psychology Review (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, 2.08% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 18.09% were posted by at least one author from the top 10 institutions publishing in the journal. Another 14.89% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 24.47% of all publications and 42.55% 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.
A critical part of scholarly publications is understanding the contribution of various institutions in the production of research. This information not only signifies the active players in the educational psychology research landscape but also offers prospective students valuable insights while selecting their preferred institution for further study.
For instance, examining the top institutions contributing to Educational Psychology research could benefit students interested in pursuing a course in this field. In this context, specific universities in Iowa have been recognized for their influential psychology programs. To know more about these schools, interested individuals can visit this: best psychology schools in Iowa.
As a part of our analysis, we have identified the top-ranking institutes based on the number of papers published in the journal. The affiliations were classified into four groups: top 1-10, top 11-20, top 21-50, and top 51+. It is to be noted that only articles with recognisable affiliations were considered for the ranking.
Our analysis revealed that among the recognized affiliations, 18.09% were affiliated with the top 10 institutions. Institutions ranked 11-20 and 21-50 contributed 14.89% and 24.47% of the publications respectively. The remaining 42.55% of the articles were contributed by institutions outside the top 50.
The statistic underscores the diverse range of institutes contributing to Educational Psychology Review, reflecting the global interest and widespread research in the field. As the research expands further, we anticipate an increase and diversification in the contributing institutional networks.
Jesús Camacho-Morles;Gavin R. Slemp;Reinhard Pekrun;Reinhard Pekrun;Reinhard Pekrun;Kristina Loderer
(2021)Unknown
(2020)Unknown
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(2021)Tuong Van Vu;Lucía Magis-Weinberg;Brenda R.J. Jansen;Nienke van Atteveldt
(2021)Martin Pinquart;Markus Ebeling
(2020)Matthias Nückles;Julian Roelle;Inga Glogger-Frey;Julia Waldeyer
(2020)Kelly-Ann Allen;Kelly-Ann Allen;De Leon L. Gray;Roy F. Baumeister;Mark R. Leary
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