| Discipline name | Position | Best Scientists | Publications | D-Index |
|---|---|---|---|---|
| Psychology | 178 | 151 | 161 | 26 |
| Social Sciences and Humanities | 550 | 12 | 12 | 9 |
Journal of School Psychology primarily tackles Developmental psychology, School psychology, Clinical psychology, Social psychology and Pedagogy. The Developmental psychology research dealing mostly with Academic achievement is the focus of Journal of School Psychology. Issues in School psychology were discussed, taking into consideration concepts from other disciplines like Mathematics education and Special education.
Clinical psychology and Intervention (counseling) are closely related fields of research discussed in it. Studies on Intervention (counseling) discussed in the journal link to the field of Psychological intervention. Discussions in Journal of School Psychology are anchored in the subject of Social psychology and the similar topic of Human factors and ergonomics.
The Intelligence quotient study tackled is a key component of adjacent topics in the area of Wechsler Adult Intelligence Scale.
The most cited articles mainly tackle studies in Developmental psychology, Academic achievement, Social psychology, Clinical psychology and School psychology. While Developmental psychology is the focus of the most cited publications, it also provides insights into the studies of Longitudinal study, Primary education and Reading (process). While Clinical psychology is the key highlight in the journal articles, thet also covered some subjects on Intervention (counseling) and Psychological intervention.
The scientific interests tackled in Journal of School Psychology are Developmental psychology, Intervention (counseling), Psychological intervention, Clinical psychology and Structural equation modeling. Developmental psychology research presented in Journal of School Psychology encompasses a variety of subjects, including Longitudinal study, Multilevel model and Perception. The studies in Intervention (counseling) featured incorporate elements of Checklist, Baseline (configuration management), Randomized controlled trial and Literacy.
In addition to Psychological intervention research, Journal of School Psychology aims to explore topics under Social ecology, Social phenomenon and Applied psychology. It explores issues in Clinical psychology which can be linked to other research areas like Test (assessment), Test anxiety, Academic year and Educational impact. It deals with Measurement invariance in conjunction with Study skills and similar fields in Academic achievement.
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 Journal of School 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 Journal of School 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, 23.44% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 14.29% were posted by at least one author from the top 10 institutions publishing in the journal. Another 22.45% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 18.37% of all publications and 44.90% 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.
While the Journal of School Psychology presents exciting possibilities for the study of various psychological concepts, it is also essential to recognize that the basis for high-quality research lies in thorough education in the field. Aspiring psychologists and scholars interested in contributing to this journal and the broader field of school psychology may need rigorous academic training.
Michigan, for instance, offers exceptional education opportunities in this sector. Their academic programs are robust, innovative, and conducted by highly capable faculty making them some of the best colleges for psychology in Michigan. These institutions pave the way for future psychologists who might make valuable contributions to journals such as the Journal of School Psychology. By receiving the right training and education, ambitious students can turn into tomorrow's leading researchers.
Hannah Gaffney;Maria M. Ttofi;David P. Farrington
(2021)Keith C. Herman;Sara L. Prewett;Colleen L. Eddy;Alyson Savala
(2020)Yi Jiang;Sung-il Kim;Mimi Bong
(2020)Keith C. Herman;Wendy M. Reinke;Colleen L. Eddy
(2020)Thomas R. Kratochwill;Robert H. Horner;Joel R. Levin;Wendy Machalicek
(2021)Kay Bussey;Aileen Luo;Sally Fitzpatrick;Kimberley Allison
(2020)Daniel L. Gadke;Thomas R. Kratochwill;Maribeth Gettinger
(2021)Christine K. Malecki;Michelle K. Demaray;Thomas J. Smith;Jonathan Emmons
(2020)For those interested in expanding their expertise beyond traditional Psychology degrees, several related online programs offer flexible routes into impactful careers. Many students turn to human services online degree programs, which provide foundational knowledge in social support and community engagement, often in shorter timeframes ideal for working adults.
Career changers, including educators, may wonder about shifting into specialized roles like speech pathology. It is indeed possible to transition, as explained in can you become a speech pathologist with an education degree. This pathway highlights how prior education degrees can serve as a springboard into communication sciences.
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