The main purpose of the Journal of Educational Psychology ® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the journal is the occasional publication of exceptionally important meta-analysis articles that are pertinent to educational psychology. Please note, the journal does not typically publish reliability and validity studies of specific tests or assessment instruments.
Disclaimer: APA and the editors of Journal of Educational Psychology assume no responsibility for statements and opinions advanced by the authors of its articles
Journal of Educational Psychology supports equity, diversity, and inclusion (EDI) in its practices. More information on these initiatives is available under EDI Efforts.
The APA Journals Program is committed to publishing transparent, rigorous research; improving reproducibility in science; and aiding research discovery. Open science practices vary per editor discretion. View the initiatives implemented by this journal.
Each issue of Journal of Educational Psychology will honor one accepted manuscript per issue by selecting it as an “Editor’s Choice” paper. Selection is based on the discretion of the editor if the paper offers an unusually large potential impact to the field and/or elevates an important future direction for science.
Explore journal highlights: free article summaries, editor interviews and editorials, journal awards, mentorship opportunities, and more.
expand all Submission GuidelinesPrior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.
To submit to the editorial office of Panayiota Kendeou, please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word (.docx) or LaTex (.tex) as a zip file with an accompanied Portable Document Format (.pdf) of the manuscript file.
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7 th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7 th edition are available.
The Journal of Educational Psychology publishes direct replications. Submissions should include “A Replication of XX Study” in the subtitle of the manuscript as well as in the abstract.
Panayiota Kendeou, PhD, editor
University of Minnesota
General correspondence may be directed to the editor's office.
In addition to addresses and phone numbers, please supply email addresses, as most communications will be by email. Fax numbers, if available, should also be provided for potential use by the editorial office and later by the production office.
The Journal of Educational Psychology ® is now using a software system to screen submitted content for similarity with other published content. The system compares the initial version of each submitted manuscript against a database of 40+ million scholarly documents, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).
APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science (Nosek et al. 2015). As outlined in Dr. Panayiota Kendeou's inaugural editorial (Kendeou, 2021), empirical research, including meta-analyses, submitted to the Journal of Educational Psychology must meet the “disclosure” level for all eight aspects of research planning and reporting. Authors should include a subsection in the method section titled “Transparency and Openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines. For example:
Data, materials, and code
Authors must state whether data and study materials are posted to a trusted repository and, if so, how to access them. Recommended repositories include APA’s repository on the Open Science Framework (OSF), or authors can access a full list of other recommended repositories. Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.
In a subsection titled "Transparency and Openness" at the end of the Method section, specify whether and where the data and material will be available or include a statement noting that they are not available. For submissions with quantitative or simulation analytic methods, state whether the study analysis code is posted to a trusted repository, and, if so, how to access it.
Preregistration of studies and specific hypotheses can be a useful tool for making strong theoretical claims. Likewise, preregistration of analysis plans can be useful for distinguishing confirmatory and exploratory analyses. Investigators are encouraged to preregister their studies and analysis plans prior to conducting the research via a publicly accessible registry system (e.g., OSF, ClinicalTrials.gov, or other trial registries in the WHO Registry Network).
There are many available templates; for example, APA, the British Psychological Society, and the German Psychological Society partnered with the Leibniz Institute for Psychology and Center for Open Science to create Preregistration Standards for Quantitative Research in Psychology (Bosnjak et al., 2022).
We recognize that there may be good reasons to change the analysis plan after it has been preregistered, and thus encourage authors to do so when appropriate so long as all changes are clearly and transparently disclosed in the manuscript.
Articles must state whether or not any work was preregistered and, if so, where to access the preregistration. If any aspect of the study is preregistered, include the registry link in the method section.
Starting in 2020, articles are eligible for open science badges recognizing publicly available data, materials, and/or preregistration plans and analyses. These badges are awarded on a self-disclosure basis.
Applying for open science badges is optional.
At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material. If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.
Authors should also note their eligibility for the badge(s) in the cover letter.
For all badges, items must be made available on an open-access repository with a persistent identifier in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system.
Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable.
Available badges are:
Open Data:
All data necessary to reproduce the reported results that are digitally shareable are made publicly available. Information necessary for replication (e.g., codebooks or metadata) must be included.
Open Data; Protected Access:
A Protected Access (PA) notation may be added to open data badges if sensitive, personal data are available only from an approved third-party repository that manages access to data to qualified researchers through a documented process. To be eligible for an open data badge with such a notation, the repository must publicly describe the steps necessary to obtain the data and detailed data documentation (e.g. variable names and allowed values) must be made available publicly. View a list of approved repositories .
Open Materials:
All materials necessary to reproduce the reported results that are digitally shareable, along with descriptions of non-digital materials necessary for replication, are made publicly available.
Preregistered:
The study's design has been preregistered with descriptions of (a) the research design and study materials, including the planned sample size; (b) the motivating research question or hypothesis; (c) the outcome variable(s); and (d) the predictor variables, including controls, covariates, and independent variables. Preregistered, confirmatory results must be clearly distinguished from unregistered, exploratory analyses using headers such as “Results from pre-registered analyses” and “Exploratory analyses.”
Preregistered+Analysis Plan:
The study's design has been preregistered along with an analysis plan for the research—and results are recorded according to that plan.
The journal now also invites submission of Registered Reports. We are particularly interested in Registered Reports for intervention studies and secondary data analyses. Registered reports require a two-stage review process. You can find specific instructions for submitting Registered Reports online (PDF, 247KB) .
Stage 1 is the submission of the registration, so-called Stage 1 manuscript. This is a partial manuscript that includes introduction, theoretical framework, rationale for the study, hypotheses, experimental design, and methods (including an analysis plan). The partial manuscript will be reviewed for significance, theoretical framework, methodological approach, and analysis plan.
If the Stage 1 Registered Report manuscript receives an “in-principal acceptance (IPA)” it means that the study has the potential to be published if is performed exactly as proposed (also including the proposed statistical evaluation) regardless of the outcome of the study. After this stage and before data collection begins the study is pre-registered (e.g., through the Registered Report tools from OSF).
In Stage 2, the full paper undergoes a second peer-review process, checking if the study protocol was implemented and if the reasons for potential changes were acceptable. Nevertheless, a rejection is still possible, namely if the study’s execution and analysis diverged too much from the proposed study design and/or the manuscript is low quality. The refinement of the discussion and conclusions may still require further revision, but the process will be expedited.
The APA Publication Manual (7th ed.), which stipulates that "authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study." In the spirit of transparency and openness, the journal has adopted the Contributor Roles Taxonomy (CRediT) to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.
Submitting authors will be asked to identify the contributions of all authors at initial submission according to the CRediT taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an author contributions statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.
CRediT includes 14 contributor roles, as described below:
Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author. Not all roles will be applicable to any particular scholarly work.
Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7 th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7 th edition are available.
Double-space your manuscript. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Publication Manual. Additional guidance on APA Style is available on the APA Style website.
The journal has adopted a policy of masked review for all submissions, which means that the identities of both authors and reviewers are masked. The cover letter should include all authors' names and institutional affiliations. The first page of text should omit this information but should include the title of the manuscript and the date it is submitted.
Every effort should be made to see that the manuscript itself contains no clues to the authors' identity, including grant numbers, names of institutions providing IRB approval, self-citations, and links to online repositories for data, materials, code, or preregistrations (e.g., Create a View-only Link for a Project). Authors should never use first person (I, my, we, our) when referring to a study conducted by the author(s) or when doing so reveals the authors' identities, e.g., "in our previous work, Johnson et al., 1998 reported that…" Instead, references to the authors' work should be in third person, e.g., "Johnson et al. (1998) reported that…."
Please note that if you include masked references in your manuscript, the editor requests that you identify these references in your cover letter, so that the editors can see which articles are being referenced in your submission.
Include the title of the manuscript along with all authors' names and institutional affiliations in the cover letter. The first page of the manuscript should omit the authors' names and affiliations, but should include the title of the manuscript and the date it is submitted.
Manuscripts should generally not exceed 12,000 words (approximately 40 double-spaced pages in 12-point Times New Roman font), not including references, tables, figures, and appendixes. Editors may return manuscripts longer than 12,000 words for revision if they think the paper is too long. This will involve asking the authors to shorten the paper and return it as a new submission.
Adequate description of participants and measures are critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for participants and measures (including reliability and validity evidence) in the Publication Manual.
Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (refer of the Publication Manual). Information that allows the reader to assess not only the significance but also the magnitude of the observed effects or relationships clarifies the importance of the findings.
All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.
Authors are encouraged to consult the APA Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication.
The journal also encourages the use of the 21-word statement, reporting (1) how the sample size was determined, (2) all data exclusions, (3) all manipulations, and (4) all study measures. See Simmons, Nelson, & Simonsohn (2012) for details; include the following statement in the method section:
List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the references section.
Examples of basic reference formats:
McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126
Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000
Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012
Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR20240.v8
Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1–48. https://www.jstatsoft.org/v36/i03/
Wickham, H. et al., (2019). Welcome to the tidyverse. Journal of Open Source Software, 4(43), 1686, https://doi.org/10.21105/joss.01686
All data, program code and other methods must be cited in the text and listed in the references section.
Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.
Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.
Resolution
Line weights
APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.
The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., “the red (dark gray) bars represent”) as needed.
For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:
We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.
To construct your equations with MathType or Equation Editor 3.0:
Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.
APA can place supplemental materials online, available via the published article in the PsycArticles® database. Please see Supplementing Your Article With Online Material for more details.
Please submit a short statement of 2–3 sentences, entitled "Educational impact and implications statement." It should be inserted after the abstract on the revised manuscript file and should be written in plain English for the educated public. These statements should summarize the article's findings and why they are important. To be maximally useful, these statements should provide a bottom-line, take-home message that is accurate and easily understood. In addition, they should be able to be translated into media-appropriate statements for use in press releases and on social media (e.g., Twitter). Please refer to the Guidance for Translational Abstracts and Public Significance Statements page to help you write these statements.
Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).
On advice of counsel, APA may decline to publish any image whose copyright status is unknown.
Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors. Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service. Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.
For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing Policies.
APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.
APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).
In light of changing patterns of scientific knowledge dissemination, APA requires authors to provide information on prior dissemination of the data and narrative interpretations of the data/research appearing in the manuscript (e.g., if some or all were presented at a conference or meeting, posted on a listserv, shared on a website, including academic social networks like ResearchGate, etc.). This information (2–4 sentences) must be provided as part of the Author Note.
It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).
On occasion it may be appropriate to publish several reports referring to the same database. The author should inform the editor at the time of submission about all previously published or submitted reports and their relation to the current submission, so the editor can judge if the article represents a new contribution. Readers also should be informed; the text of an article should cite other reports that used the same sample (or a subsample) or the same data and methods.
In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).
APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.
Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.
The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.
See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.
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Editorial BoardPanayiota Kendeou, PhD
University of Minnesota, United States
Olusola Adesope, PhD
Washington State University, United States
Daniel Ansari, PhD
The University of Western Ontario, Canada
Jason Anthony, PhD
University of South Florida, United States
Matthew L. Bernacki, PhD
University of North Carolina at Chapel Hill, United States
Rebecca Collie, PhD
University of New South Wales, Australia
Jill Fitzgerald, PhD
The University of North Carolina at Chapel Hill, United States
Samuel Greiff, PhD
University of Luxembourg, Luxembourg
Beth Kurtz-Costes, PhD
The University of North Carolina at Chapel Hill, United States
Alexandra List, PhD
Pennsylvania State University, United States
Doug Lombardi, PhD
University of Maryland, United States
Jamaal Matthews, PhD
University of Michigan, United States
Jeannette Mancilla-Martinez, EdD
Vanderbilt University, United States
Matthew T. McCrudden, PhD
Pennsylvania State University, United States
Kristen McMaster, PhD
University of Minnesota, Twin Cities, United States
Krista Muis, PhD
McGill University, Canada
Erika Patall, PhD
University of Southern California, United States
Tobias Richter, DPhil
Wurzburg University, Germany
Rod Roscoe, PhD
Arizona State University Polytechnic, United States
Haley Vlach, PhD
University of Wisconsin–Madison, United States
Jimena Cosso, PhD
The Pennsylvania State University, United States
Vanessa W. Vongkulluksn, PhD
University of Nevada Las Vegas, United States
Alyssa Emery, PhD
Iowa State University, United States
Jackie Eunjung Relyea, PhD
North Carolina State University, United States
Nigel Mantou Lou, PhD
University of Victoria, Canada
Stephen Aguilar, PhD
University of Southern California, United States
Patricia A. Alexander, PhD
University of Maryland, United States
Laura Allen, PhD
University of Minnesota, United States
Ariel Aloe, PhD
University of Iowa, United States
Rui Alexandre Alves, PhD
University of Porto, Portugal
Eric M. Anderman, PhD
The Ohio State University, United States
David Aparisi, PhD
University of Alicante, Spain
Shannon Audley, PhD
Smith College, United States
Christine L. Bae, PhD
Virginia Commonwealth University, United States
Drew Bailey, PhD
University of California Irvine, United States
Christina Barbieri, PhD
University of Delaware, United States
Marcia Barnes, PhD
Vanderbilt University, United States
Sarit Barzilai, PhD
University of Haifa, Israel
Adar Ben-Eliyahu, PhD
University of Haifa, Israel
Sebastian Bergold, PhD
TU Dortmund University, Germany
Gina Biancarosa, EdD
University of Oregon, United States
Catherine Bohn-Gettler, PhD
College of Saint Benedict/St. John's University, United States
Mimi Bong, PhD
Korea University, South Korea
Geoffrey D. Borman, PhD
University of Wisconsin–Madison, United States
Nigel Bosch, PhD
University of Illinois Urbana-Champaign, United States
Keiko Bostwick, PhD
University of New South Wales, Australia
Ryan P. Bowles, PhD
Michigan State University, United States
Jason Braasch, PhD
Georgia State University, United States
Lee Branum-Martin, PhD
Georgia State University, United States
Ivar Bråten, PhD
University of Oslo, Norway
Anne Britt, PhD
Northern Illinois, United States
Okan Bulut, PhD
University of Alberta, Canada
Irena Burić, PhD
University of Zadar, Croatia
Emma Burns, PhD
Macquarie University, Australia
Matthew Burns, PhD
University of Missouri, United States
Fabrizio Butera, PhD
University of Lausanne, Switzerland
Andrew Butler, PhD
Washington University in St. Louis, United States
Jeffrey Bye, PhD
University of Minnesota, United States
Christy Byrd, PhD
North Carolina State University, United States
Maria Carlo, PhD
University of South Florida, United States
Gina Cervetti, PhD
Michigan State University, United States
Yi-Ling Cheng, PhD
Kaohsiung Medical University, Taiwan
Jason A. Chen, PhD
College of William & Mary, United States
Chia-Yi Chiu, PhD
University of Minnesota, United States
Eunsoo Cho, PhD
Michigan State University, United States
Jason Chow, PhD
University of Maryland, United States
David Coker, EdD
University of Delaware, United States
Donald Compton, PhD
Florida State University, United States
Pierre Cormier, PhD
Université de Moncton, Canada
Scotty D. Craig, PhD
Arizona State University, United States
Jennifer G. Cromley, PhD
University of Illinois at Urbana-Champaign, United States
Ting Dai, PhD
University of Illinois Chicago, United States
Samantha Daley, EdD
University of Rochester, United States
Lia Daniels, PhD
University of Alberta, Canada
Bert De Smedt, PhD
Katholieke Universiteit Leuven, Belgium
David DeLiema, PhD
University of Minnesota, United States
Denis Dumas, PhD
University of Georgia, United States
Alexa Ellis, PhD
University of Alabama, United States
Logan Fiorella, PhD
University of Georgia, United States
D. Jake Follmer, PhD
West Virginia University, United States
Carlton Fong, PhD
Texas State University, United States
Barbara R. Foorman, PhD
Florida State University, United States
David Francis, PhD
University of Houston, United States
Jan C. Frijters, PhD
Brock University, Canada
Lynn S. Fuchs, PhD
Vanderbilt University, United States
Emily R. Fyfe, PhD
Indiana University, United States
David Galbraith, MC
University of Southampton, United Kingdom
Dragan Gasevic, PhD
Monash University, Australia
Hanna Gaspard, PhD
Technische Universität Dortmund, Germany
Hunter Gehlbach, PhD
John Hopkins University, United States
Amy Gillespie Rouse, PhD
Southern Methodist University, United States
Susan R. Goldman, PhD
University of Illinois, Chicago, United States
Arthur Graesser, PhD
University of Memphis, United States
Steve Graham, PhD
Arizona State University, United States
DeLeon L. Gray, PhD
North Carolina State University, United States
Jeffrey Alan Greene, PhD
University of North Carolina at Chapel Hill, United States
John T. Guthrie, PhD
University of Maryland College Park, United States
Antonio P. Gutierrez de Blume, PhD
Georgia Southern University, United States
Peter Halpin, PhD
University of North Carolina at Chapel Hill, United States
Karen R. Harris, EdD
Arizona State University, United States
Courtney Hattan, PhD
University of North Carolina at Chapel Hill, United States
Michael A. Hebert, PhD
University of California Irvine, United States
Paul R. Hernandez, PhD
Texas A&M University, United States
Flaviu Adrian Hodis, PhD
Victoria University of Wellington, New Zealand
HyeJin Hwang, PhD
University of Minnesota, United States
Michelle Hurst, PhD
Rutgers University, United States
Thormod Idsøe, PhD
University of Oslo, Norway
Kalypso Iordanou, PhD
University of Central Lancashire Cyprus, Cyprus
Allison Jeager, PhD
Mississippi State University, United States
Marcus Johnson, PhD
University of Cincinnati, United States
Nancy C. Jordan, EdD
University of Delaware, United States
Avi Kaplan, PhD
Temple University, United States
Sihui (Echo) Ke, PhD
University of Kentucky, United States
Michael Kieffer, EdD
New York University, United States
Carita Kiili, PhD
Tampere University, Finland
Nana Kim, PhD
University of Minnesota, United States
Yeo-eun Kim, PhD
Florida State University, United States
Young-Suk Kim, PhD
University of California Irvine, United States
Robert M. Klassen, PhD
University of York, United Kingdom
Thilo Kleickmann, PhD
Kiel University, Germany
Uta Klusmann, PhD
Kiel University, Germany
Alison C. Koenka, PhD
The University of Oklahoma, United States
Paulina Kulesz, PhD
University of Houston, United States
Revathy Kumar, PhD
University of Toledo, United States
Shelbi Kuhlmann, PhD
University of Memphis, United States
Marko Lüftenegger, PhD
University of Vienna, Austria
Karin Landerl, PhD
University of Graz, Austria
Nicole Landi, PhD
University of Connecticut, United States
Fani Lauermann, PhD
Technische Univeristät Dortmund, Germany
Rebecca Lazarides, PhD
University of Potsdam, Germany
Pui-Wa Lei, PhD
Pennsylvania State University, United States
Erica Lembke, PhD
University of Missouri, Columbia, United States
Xiaodong Lin, PhD
Columbia University, United States
Tzu-Jung Lin, PhD
The Ohio State University, United States
Lisa Linnenbrink- Garcia, PhD
Michigan State University, United States
Nikki Lobczowski, PhD
McGill University, Canada
Jessica Logan, PhD
Vanderbilt University, United States
Francesca Lopez, PhD
Pennsylvania State University, United States
David Lubinski, PhD
Vanderbilt University, United States
Oliver Lüdtke, PhD
Leibniz Institute for Science and Mathematics Education, Germany
Joseph P. Magliano, PhD
Georgia State University, United States
Gwen C. Marchand, PhD
University of Nevada, Las Vegas, United States
Scott Marley, PhD
Arizona State University, United States
Jacob M. Marszalek, PhD
University of Missouri–Kansas City, United States
Andrew J. Martin, PhD
University of New South Wales, Australia
Lucia Mason, PhD
Padova University, Italy
Richard E. Mayer, PhD
University of California, Santa Barbara, United States
Catherine McBride, PhD
Purdue University, United States
Kathryn McCarthy, PhD
Georgia State University, United States
Leigh McLean, PhD
University of Delaware, United States
David Miele, PhD
Boston College, United States
Caitlin Mills, PhD
University of Minnesota, United States
Katherine Muenks, PhD
University of Texas at Austin, United States
P. Karen Murphy, PhD
Pennsylvania State University, United States
Benjamin Nagengast, PhD
University of Tübingen, Germany
Johannes Naumann, PhD
University of Wuppertal, Germany
Kristie J. Newton, PhD
Temple University, United States
Tuan D. Nguyen, PhD
Kansas State University, United States
Christoph Niepel, PhD
University of Luxembourg, Luxembourg
Nikos Ntoumanis, PhD
University of Southern Denmark, Denmark
E. Michael Nussbaum, PhD
University of Nevada, Las Vegas, United States
Fred Paas, PhD
Erasmus University Rotterdam & University of Wollongong, the Netherlands
Steven Pan, PhD
National University of Singapore, Singapore
Reinhard Pekrun, PhD
University of Munich, Germany
Peng Peng, PhD
University of Texas at Austin, United States
Eija Pakarinen, PhD
University of Jyväskylä, Finland
Tony Perez, PhD
Old Dominion University, United States
Yaacov Petscher, PhD
Florida State University, United States
Stephen Peverly, PhD
Columbia University, United States
Emily Phillips Galloway, EdD
Vanderbilt University, United States
Shayne Piasta, PhD
The Ohio State University, United States
Patrick Proctor, EdD
Boston College, United States
Karen E. Rambo-Hernandez, PhD
Texas A&M University, United States
Martina Rau, PhD
University of Wisconsin–Madison, United States
Jenni Redifer, PhD
Western Kentucky University, United States
Jackie Relyea, PhD
North Carolina State University, United States
Gert Rijlaarsdam, PhD
University of Amsterdam, the Netherlands
Greg Roberts, PhD
University of Texas at Austin, United States
Kristy A. Robinson, PhD
McGill University, Canada
Julian Roelle, PhD
Ruhr University Bochum, Germany
Emily Rosenzweig, PhD
University of Georgia, United States
Cary Roseth, PhD
Michigan State University, United States
Teya Rutherford, PhD
University of Delaware, United States
John Sabatini, PhD
University of Memphis, United States
Lalo Salmerón, PhD
University of Valencia, Spain
Tanya Santangelo, PhD
Arcadia University, United States
Chris Schatschneider, PhD
Florida State University, United States
Katharina Scheiter, PhD
Leibniz-Institut für Wissensmedien, Germany
Ulrich Schiefele, PhD
University of Potsdam, Germany
Jennifer A. Schmidt, PhD
Michigan State University, United States
Sascha Schroeder, PhD
University of Göttingen, Germany
Dale H. Schunk, PhD
University of North Carolina at Greensboro, United States
Malte Schwinger, PhD
Universität Marburg, Germany
Corwin Senko, PhD
State University of New York at New Paltz, United States
Priti Shah, PhD
University of Michigan, United States
Gale M. Sinatra, PhD
University of Southern California, United States
Olivenne Skinner, PhD
Wayne State University, United States
Benjamin Solomon, PhD
University at Albany, United States
Susan Sonnenschein, PhD
University of Maryland, Baltimore County, United States
Jörn Sparfeledt, PhD
University of Saarbrucken, Germany
Elsbeth Stern, PhD
Eidgenössische Technische Hochschule Zürich, Switzerland
H. Lee Swanson, PhD
University of New Mexico, United States
Ian Thacker, PhD
University of Texas–San Antonio, United States
Keith William Thiede, PhD
Boise State University, United States
Theresa A. Thorkildsen, PhD
University of Illinois Chicago, United States
Minna Torppa, PhD
University of Jyväskylä, Finland
Gregory Trevors, PhD
University of Southern Carolina, United States
Yuuko Uchikoshi, EdD
University of California, Davis, United States
Timothy L. Urdan, PhD
Santa Clara University, United States
Ellen L. Usher, PhD
Mayo Clinic College of Medicine and Science, United States
Keisha Varma, PhD
University of Minnesota, United States
Regina Vollmeyer, PhD
Goethe-Universität, Germany
Vanessa Vongkulluksn, PhD
University of Las Vegas–Nevada, United States
Zhenhong Wang, PhD
Shaanxi Normal University, China
Zhe Wang, PhD
Texas A&M University, United States
Jeanne Wansek, PhD
Vanderbilt University, United States
Christopher A. Was, PhD
Kent State University, United States
Kathryn Wentzel, PhD
The University of Maryland, United States
Kay Wijekumar, PhD
University of Texas, United States
Jeffrey Williams, PhD
University of South Florida, United States
Joanna P. Williams, PhD
Columbia University, United States
Joshua Wilson, PhD
University of Delaware, United States
Phillip H. Winne, PhD
Simon Fraser University, Canada
Kui Xie, PhD
Michigan State University, United States
Christoph Zangger, PhD
University of Bern, Switzerland
Matthew Zajic, PhD
Columbia University, United States
Cristina D. Zepeda, PhD
Vanderbilt University, United States
Haomin (Stanley) Zhang, PhD
East China Normal University, China
Li-Fang Zhang, PhD
The University of Hong Kong, Hong Kong
Steffen Zitzmann, PhD
Eberhard Karls Universitat Tubingen, Germany
Sharon Zumbrunn, PhD
Virginia Commonwealth University, United States
Abstracting and indexing services providing coverage of Journal of Educational Psychology ®
APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science (Nosek et al. 2015). The TOP Guidelines cover eight fundamental aspects of research planning and reporting that can be followed by journals and authors at three levels of compliance.
As outlined in Dr. Panayiota Kendeou's inaugural editorial (Kendeou, 2021), empirical research, including meta-analyses, submitted to the Journal of Educational Psychology must, at a minimum, meet Level 1 (Disclosure) for all eight aspects of research planning and reporting. Authors should include a subsection in their methods description titled “Transparency and openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines.
The list below summarizes the minimal TOP requirements of the journal. Please refer to the Center for Open Science TOP guidelines for details, and contact the editor (Panayiota Kendeou, PhD) with any further questions. APA recommends sharing data, materials, and code via trusted repositories (e.g., APA’s repository on the Open Science Framework (OSF)). Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.
We encourage investigators to preregister their studies and to share protocols and analysis plans prior to conducting the research. There are many available preregistration forms (e.g., the APA Preregistration for Quantitative Research in Psychology template, ClininalTrials.gov, or other preregistration templates available via OSF). Completed preregistration forms should be posted on a publicly accessible registry system (e.g., OSF, ClinicalTrials.gov, or other trial registries in the WHO Registry Network).
A list of participating journals is also available from APA.
The following list presents the eight fundamental aspects of research planning and reporting, the TOP level required by the Journal of Educational Psychology, and a brief description of the journal's policy.
Definitions and further details on inclusive study designs are available on the Journals EDI homepage.
More information on this journal’s reporting standards is listed under the submission guidelines tab.
This journal offers a principal reviewer board for early career researchers.
This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).
Author and Editor Spotlights