1888-8992
Published by: Universidad Autonoma de Chile
| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 1250 | 6 | 8 | 3 |
The main research concerns discussed in European Journal of Education and Psychology are Social psychology, Developmental psychology, Context (language use), Test (assessment) and Pedagogy. Some problems in Social psychology that were presented in European Journal of Education and Psychology overlapped with concepts under Confirmatory factor analysis, Secondary education and Burnout. The work on Burnout addressed in the journal expands to the thematically related Optimism.
Many of the studies tackled connect Optimism with a similar field of study like Hardiness (psychological). In addition to Developmental psychology research, European Journal of Education and Psychology aims to explore topics under Stressor, Affect (psychology) and Primary education. It connects research in Test (assessment) with the related topic of Mathematics education.
The most cited articles mainly deal with areas of study such as Social psychology, Developmental psychology, Secondary education, Pedagogy and Higher education. The most cited papers explore themes in Social psychology like Personal effectiveness and link them with other fields of study like Contemplation. The journal publications explore issues in Developmental psychology which can be linked to other research areas like Test (assessment) and Context (language use).
European Journal of Education and Psychology facilitates discussions on Social psychology, Sample (statistics), Cognitive psychology, Drop out and Burnout. European Journal of Education and Psychology facilitates discussions on Social psychology that incorporate concepts from other fields like Psychosocial and Autonomy support. European Journal of Education and Psychology facilitates the exploration of Sample (statistics) in relation to the other disciplines, such as Metacognition, Process (engineering), Executive functions, Teaching method and Critical thinking.
Cognitive psychology research presented in it encompasses a variety of subjects, including Socratic method and Stroop effect. The journal aims to facilitate interdisciplinary discussions involving Drop out as well as topics like Value (ethics), Emotional exhaustion, Cynicism, Coronavirus disease 2019 (COVID-19) and 2019-20 coronavirus outbreak. It held discussions to help close the divide between two different fields of study: Burnout and Dropout (neural networks).
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 European Journal of Education and 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 European Journal of Education and 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, 21.43% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 9.09% were posted by at least one author from the top 10 institutions publishing in the journal. Another 9.09% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 54.55% of all publications and 27.27% 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.
In order to pursue a career as a professional psychologist, specific education and licensure requirements need to be met. The details vary depending on the geographical location and the specialized field of psychology in which one wishes to practice. Notably, for individuals looking to practice in the state of Ohio, the Ohio Board of Psychology has outlined certain prerequisites for licensure.
Firstly, individuals must complete a doctoral program in psychology from an institution accredited by the American Psychological Association (APA) or the Canadian Psychological Association (CPA). Secondly, a minimum of 3,600 hours of supervised professional experience, at least half of which must be post-doctoral, is required. Additionally, candidates must successfully pass the Examination for Professional Practice in Psychology (EPPP) and the Ohio Jurisprudence Exam in order to be considered for licensure.
Furthermore, continuous professional development is crucial in maintaining licensure in Ohio. Licensed psychologists are compelled to renew their licenses every two years and complete 23 hours of continuing education during each licensing period.
For more detailed information on how to become a professional psychologist in Ohio, it is advised to consult the Ohio Board of Psychology. Readers keen on initiating or advancing their careers in psychology can also visit how to become a psychologist in Ohio for further insights and guidelines.
José M. Salguero;Pablo Fernández-Berrocal;Desireé Ruiz-Aranda;Ruth Castillo
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