Example of Educational Psychologist format
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Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format
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Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format Example of Educational Psychologist format
Sample paper formatted on SciSpace - SciSpace
This content is only for preview purposes. The original open access content can be found here.
open access Open Access
recommended Recommended

Educational Psychologist — Template for authors

Publisher: Taylor and Francis
Categories Rank Trend in last 3 yrs
Developmental and Educational Psychology #1 of 332 -
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 70 Published Papers | 1041 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 26/06/2020
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Related Journals

open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 2.2
SJR: 1.098
SNIP: 1.835
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 4.5
SJR: 0.641
SNIP: 1.243
open access Open Access

Taylor and Francis

Quality:  
High
CiteRatio: 4.8
SJR: 1.412
SNIP: 1.256
open access Open Access
recommended Recommended

Taylor and Francis

Quality:  
High
CiteRatio: 7.8
SJR: 2.036
SNIP: 2.066

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

A measure of average citations received per peer-reviewed paper published in the journal.

4.475

25% from 2018

Impact factor for Educational Psychologist from 2016 - 2019
Year Value
2019 4.475
2018 5.956
2017 4.488
2016 6.257
graph view Graph view
table view Table view

14.9

4% from 2019

CiteRatio for Educational Psychologist from 2016 - 2020
Year Value
2020 14.9
2019 14.3
2018 13.2
2017 13.0
2016 13.7
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 25% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 4% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

5.856

60% from 2019

SJR for Educational Psychologist from 2016 - 2020
Year Value
2020 5.856
2019 3.652
2018 4.163
2017 3.887
2016 4.988
graph view Graph view
table view Table view

6.115

37% from 2019

SNIP for Educational Psychologist from 2016 - 2020
Year Value
2020 6.115
2019 4.448
2018 4.586
2017 4.34
2016 5.148
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 60% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 37% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Educational Psychologist

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Taylor and Francis

Educational Psychologist

The scholarly essays, reviews, critiques, and theoretical and conceptual articles featured in this exceptional journal contribute to understanding issues, problems, and research concerning all aspects of educational psychology. From meta-analyses of studies probing the effecti...... Read More

Psychology

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Last updated on
26 Jun 2020
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ISSN
0046-1520
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Impact Factor
Very High - 3.871
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Open Access
No
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Sherpa RoMEO Archiving Policy
Green faq
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Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
Taylor and Francis Custom Citation
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Citation Type
Numbered
[25]
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Bibliography Example
Blonder GE, Tinkham M, Klapwijk TM. Transition from metallic to tunneling regimes in superconducting microconstrictions: Excess current, charge imbalance, and supercurrent conversion. Phys Rev B. 1982; 25(7):4515–4532. Available from: 10.1103/PhysRevB.25.4515.

Top papers written in this journal

Journal Article DOI: 10.1207/S15326985EP2802_3
Perceived Self-Efficacy in Cognitive Development and Functioning
Albert Bandura1
01 Mar 1993 - Educational Psychologist

Abstract:

In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which percei... In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beli... read more read less

Topics:

Academic achievement (59%)59% related to the paper, Cognitive development (53%)53% related to the paper, Self-efficacy (51%)51% related to the paper
View PDF
7,013 Citations
open accessOpen access Journal Article DOI: 10.1207/S15326985EP4102_1
Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Paul A. Kirschner1, John Sweller2, Richard E. Clark3
01 Jun 2006 - Educational Psychologist

Abstract:

Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches igno... Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described. read more read less

Topics:

Instructional design (61%)61% related to the paper, First Principles of Instruction (61%)61% related to the paper, Constructivist teaching methods (55%)55% related to the paper, Worked-example effect (54%)54% related to the paper, Discovery learning (53%)53% related to the paper
View PDF
5,199 Citations
open accessOpen access Journal Article DOI: 10.1207/S15326985EP2603
Self-Efficacy and Academic Motivation
01 Jun 1991 - Educational Psychologist

Abstract:

Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, ... Academic motivation is discussed in terms of self-efficacy, an individual's judgments of his or her capabilities to perform given actions. After presenting an overview of self-efficacy theory, I contrast self-efficacy with related constructs (perceived control, outcome expectations, perceived value of outcomes, attributions, and self-concept) and discuss some efficacy research relevant to academic motivation. Studies of the effects of person variables (goal setting and information processing) and situation variables (models, attributional feedback, and rewards) on self-efficacy and motivation are reviewed. In conjunction with this discussion, I mention substantive issues that need to be addressed in the self-efficacy research and summarize evidence on the utility of self-efficacy for predicting motivational outcomes. Areas for future research are suggested. read more read less

Topics:

Goal theory (63%)63% related to the paper, Goal setting (55%)55% related to the paper, Academic achievement (53%)53% related to the paper, Self-concept (51%)51% related to the paper, Self-efficacy (50%)50% related to the paper
View PDF
4,910 Citations
open accessOpen access Journal Article DOI: 10.1207/S15326985EP3801_6
Nine Ways to Reduce Cognitive Load in Multimedia Learning
01 Mar 2003 - Educational Psychologist

Abstract:

First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning invo... First, we propose a theory of multimedia learning based on the assumptions that humans possess separate systems for processing pictorial and verbal material (dual-channel assumption), each channel is limited in the amount of material that can be processed at one time (limited-capacity assumption), and meaningful learning involves cognitive processing including building connections between pictorial and verbal representations (active-processing assumption). Second, based on the cognitive theory of multimedia learning, we examine the concept of cognitive overload in which the learner's intended cognitive processing exceeds the learner's available cognitive capacity. Third, we examine five overload scenarios. For each overload scenario, we offer one or two theory-based suggestions for reducing cognitive load, and we summarize our research results aimed at testing the effectiveness of each suggestion. Overall, our analysis shows that cognitive load is a central consideration in the design of multimedia instru... read more read less

Topics:

Cognitive model (66%)66% related to the paper, Cognitive load (62%)62% related to the paper, Split attention effect (60%)60% related to the paper, Cognitive models of information retrieval (59%)59% related to the paper, Cognition (53%)53% related to the paper
View PDF
3,341 Citations
Journal Article DOI: 10.1207/S15326985EP2501_2
Self-Regulated Learning and Academic Achievement: An Overview
01 Jan 1990 - Educational Psychologist

Abstract:

Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing ... Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing on subsequent articles in this journal issue as well as my research with colleagues, I discuss how the study of component processes contributes to our growing understanding of the distinctive features of students' self-regulated learning. Finally, the implications of self-regulated learning perspective on students' learning and achievement are considered. read more read less

Topics:

Experiential learning (68%)68% related to the paper, Active learning (67%)67% related to the paper, Learning development (66%)66% related to the paper, Cooperative learning (64%)64% related to the paper, Learning sciences (64%)64% related to the paper
3,017 Citations
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Educational Psychologist format uses Taylor and Francis Custom Citation citation style.

Automatically format and order your citations and bibliography in a click.

SciSpace allows imports from all reference managers like Mendeley, Zotero, Endnote, Google Scholar etc.

Frequently asked questions

1. Can I write Educational Psychologist in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Educational Psychologist guidelines and auto format it.

2. Do you follow the Educational Psychologist guidelines?

Yes, the template is compliant with the Educational Psychologist guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Educational Psychologist?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Educational Psychologist citation style.

4. Can I use the Educational Psychologist templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Educational Psychologist.

5. Can I use a manuscript in Educational Psychologist that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Educational Psychologist that you can download at the end.

6. How long does it usually take you to format my papers in Educational Psychologist?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Educational Psychologist.

7. Where can I find the template for the Educational Psychologist?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Educational Psychologist's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Educational Psychologist's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Educational Psychologist an online tool or is there a desktop version?

SciSpace's Educational Psychologist is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Educational Psychologist?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Educational Psychologist?”

11. What is the output that I would get after using Educational Psychologist?

After writing your paper autoformatting in Educational Psychologist, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Educational Psychologist's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Educational Psychologist?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Educational Psychologist. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Educational Psychologist?

The 5 most common citation types in order of usage for Educational Psychologist are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Educational Psychologist?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Educational Psychologist's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Educational Psychologist in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Educational Psychologist Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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