Psychology Learning and Teaching

Top Research Topics at Psychology, Learning and Teaching?

The objective of Psychology, Learning and Teaching is to combine knowledge in the areas of Mathematics education, Pedagogy, Teaching method, Applied psychology and Social psychology. It explores Mathematics education concepts, specifically Introductory psychology, Educational psychology and Critical thinking but expands to research in Statistical analysis. The research on Pedagogy tackled can also make contributions to studies in the areas of Context (language use), Qualitative research and Perception.

Teaching method research discussed connects with the study of Academic achievement.

• Mathematics education (31.36%)
• Pedagogy (29.98%)
• Teaching method (12.62%)

What are the most cited papers published in the journal?

• Involving Students in Assessment (99 citations)
• British Psychology Students' Perceptions of Group-Work and Peer Assessment: (72 citations)
• Enhancing the Role of International Human Rights in the Psychology Curriculum (43 citations)

Research areas of the most cited articles at Psychology, Learning and Teaching:

The published articles mainly deal with areas of study such as Pedagogy, Mathematics education, Social psychology, Applied psychology and Action research. Issues in Pedagogy were discussed in the journal publications, taking into consideration concepts from other disciplines like Qualitative research and Centrality. The published Mathematics education works encompass concepts such as Essay writing and examines them in conjunction with Subject specific.

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

• Social psychology
• Pedagogy
• Social science

The previous edition focused in particular on these issues:

Psychology, Learning and Teaching tackles a plethora of topics, such as Mathematics education, Self-regulated learning, Teacher education, Student teacher and Formative assessment. In addition to Mathematics education research, the journal aims to explore topics under Bachelor, Developmental psychopathology and Team-based learning. The presented Self-regulated learning research provided insight into the related

• Academic achievement, Psychological intervention and Face (sociological concept) most often made with reference to Training (civil),
• Intervention (counseling) together with Lifelong learning, Foundation (evidence), Self-management and Computer-Assisted Instruction..

Psychology, Learning and Teaching explores topics in Teacher education which can be helpful for research in disciplines like Self-efficacy and Peer feedback. Issues in Student teacher were discussed, taking into consideration concepts from other disciplines like Test (assessment), TUTOR, Journal entry and Skill development. The journal facilitates discussions in Summative assessment as part of the larger field of Formative assessment, however, it also tackles fields such as Engineering education, Field (computer science) and Objective method.

The most cited articles from the last journal are:

• Improving Lifelong Learning by Fostering Students’ Learning Strategies at University: (4 citations)
• PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback: (2 citations)
• Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?: (2 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 Psychology, Learning and Teaching (based on the number of publications) are:

• Birgit Spinath (14 papers) absent at the last edition,
• Regan A. R. Gurung (8 papers) absent at the last edition,
• Stephan Dutke (7 papers) published 1 paper at the last edition,
• Annie Trapp (6 papers) absent at the last edition,
• R. Eric Landrum (6 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 Psychology, Learning and Teaching (based on the number of publications) are:

• University of York (12 papers) absent at the last edition,
• University of Strathclyde (12 papers) absent at the last edition,
• University of East London (10 papers) absent at the last edition,
• University of Münster (10 papers) absent at the last edition,
• Lancaster University (9 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, 7.41% of publications had an unrecognized affiliation. Out of the publications with recognized affiliations, 0.00% were posted by at least one author from the top 10 institutions publishing in the journal. Another 8.00% included authors affiliated with research institutions from the top 11-20 affiliations. Institutions from the 21-50 range included 36.00% of all publications and 56.00% 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.

Career Opportunities in the Field of Psychology, Learning and Teaching

For those with a keen interest in the field of Psychology, Learning and Teaching, career prospects are diverse. Individuals can venture into academic research, policy development, teaching, or consultancy. A career could also veer towards forensics, with roles like that of a Forensic Psychologist. To pursue careers like these, especially roles that lean toward applied psychology or social psychology, a relevant degree such as a forensic science degree in Utah could be beneficial. Teaching roles may require degrees in educational psychology or pedagogy, including teaching licenses or certifications, while research roles may require in-depth knowledge of statistical analysis and a strong understanding of both quantitative and qualitative research methods. Working within the academic world, research professionals can contribute to the ever-evolving pedagogical techniques and improve education systems. Similarly, policy developers within the educational sector can influence how learning is administered and assessed in various educational institutions. In conclusion, the field of Psychology, Learning and Teaching offers a broad spectrum of career paths for interested individuals, each with its unique potential to contribute to the educational landscape.