| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Social Sciences and Humanities | 331 | 23 | 29 | 12 |
| Psychology | 705 | 18 | 32 | 10 |
The primary areas of discussion in the journal are Educational psychology, Mathematics education, Pedagogy, Teaching method and Cognitive psychology. It facilitates discussions on Educational psychology that incorporate concepts from other fields like Social psychology, Knowledge management, Higher education and Multimedia, Instructional design. Research on Instructional design addressed in the journal frequently intersections with the field of Learning theory.
The journal focuses on Mathematics education but the discussions also offer insight into other areas such as Test (assessment) and Metacognition. While work presented in Instructional Science provided substantial information on Cognitive psychology, it also covered topics in Context (language use), Comprehension, Reading (process), Cognitive load and Cognitive science. The journal holds forums on Cooperative learning that merges themes from other disciplines such as Experiential learning, Collaborative learning and Active learning.
The Educational technology study tackling the subject of Learning sciences is the focus of it.
The journal publications mainly deal with areas of study such as Educational psychology, Mathematics education, Pedagogy, Teaching method and Cognitive psychology. While Educational psychology is the focus of the most cited publications, it also provides insights into the studies of Computer-Assisted Instruction, Knowledge management, Higher education, Metacognition and Instructional design. While the journal articles focused on Mathematics education, they were also able to explore topics like Context (language use) and Computer-mediated communication.
Educational psychology, Mathematics education, Cognitive psychology, Quality (business) and Reading (process) are among the topics commonly tackled in Instructional Science. The concepts on Educational psychology presented in the journal can also apply to other research fields, including Student learning, Affect (psychology), Control (management), Metacognition and Instructional design. It features works in Mathematics education, more specifically Observational learning, Learning environment and Critical thinking skills, and explores their relation to disciplines like Learning effect.
Cognitive psychology research featured in the journal incorporates concerns from various other topics such as Cognitive map, Educational research, Curiosity and Physical science. Issues in Quality (business) were discussed, taking into consideration concepts from other disciplines like Argumentation theory, Argument, Counterargument, Dialogical self and Argumentative. The research on Reading (process) tackled can also make contributions to studies in the areas of Certainty, Comprehension and Scientific modelling.
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 Instructional Science (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 Instructional Science (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, 3.12% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 35.48% were posted by at least one author from the top 10 institutions publishing in the journal. Another 3.23% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 22.58% of all publications and 38.71% 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.
If you are a researcher or academic in one of the fields we cover, we encourage you to consider submitting your work to our journal. Whether your research interest is in Educational psychology, Mathematics education, Pedagogy, or any other related field, we are ready to provide a platform for your work. Our journal is currently accepting articles for the upcoming edition and the submission guidelines can be found on our journal's website.
If you are looking at becoming a professional in counseling, particularly in the state of Texas, we also have resources available that could guide your path towards becoming a Licensed Professional Counselor. Find out more about how to become an LPC in Texas.
So, don't hesitate! Be part of our academic community and contribute to the exciting discussions happening in educational sciences today.
J. Frerejean;M. van Geel;T. Keuning;Diana Dolmans
(2021)Yong Wu;Yong Wu;Christian D. Schunn
(2021)Lara M. van Peppen;Lara M. van Peppen;Peter P. J. L. Verkoeijen;Peter P. J. L. Verkoeijen;Anita E. G. Heijltjes;Eva M. Janssen
(2021)Mar Mateos;Gert Rijlaarsdam;Elena Martín;Isabel Cuevas
(2020)Sofie Heirweg;Mona De Smul;Emmelien Merchie;Geert Devos
(2020)Katharina Loibl;Marcel Tillema;Nikol Rummel;Tamara van Gog
(2020)Rotem Abdu;Baruch Schwarz
(2020)Lidia Casado-Ledesma;Isabel Cuevas;Huub Van den Bergh;Gert Rijlaarsdam
(2021)For students interested in expanding their career options beyond traditional psychology roles, several related online degrees offer valuable opportunities. Programs like the human services online program provide foundational knowledge in supporting individuals and communities, preparing graduates for a variety of helping professions.
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