International Journal of School & Educational Psychology

Scope & Guideline

Enhancing Learning Environments Through Psychological Understanding

Introduction

Welcome to the International Journal of School & Educational Psychology information hub, where our guidelines provide a wealth of knowledge about the journal’s focus and academic contributions. This page includes an extensive look at the aims and scope of International Journal of School & Educational Psychology, highlighting trending and emerging areas of study. We also examine declining topics to offer insight into academic interest shifts. Our curated list of highly cited topics and recent publications is part of our effort to guide scholars, using these guidelines to stay ahead in their research endeavors.
LanguageEnglish
ISSN2168-3603
PublisherTAYLOR & FRANCIS LTD
Support Open AccessNo
CountryUnited Kingdom
TypeJournal
Convergefrom 2013 to 2024
AbbreviationINT J SCH EDUC PSYCH / Int. J. Sch. Educ. Psychol.
Frequency4 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
Address2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND

Aims and Scopes

The International Journal of School & Educational Psychology aims to advance the understanding of psychological processes within educational contexts. It encompasses a wide range of studies that explore the interplay between psychological factors and educational practices, addressing the needs of students, teachers, and educational systems.
  1. Educational Psychology Research:
    Focuses on the application of psychological principles to educational settings, including learning processes, motivation, and cognitive development.
  2. School Mental Health:
    Investigates the mental health issues affecting students and the role of school-based interventions in promoting emotional well-being.
  3. Teacher and Student Well-being:
    Examines factors influencing the psychological health of both teachers and students, including relationships, stress, and coping strategies.
  4. Assessment and Measurement:
    Develops and validates tools for assessing psychological constructs relevant to education, such as emotional intelligence, motivation, and classroom behavior.
  5. Cultural and Contextual Influences:
    Explores how cultural factors and contextual variables shape educational experiences and psychological outcomes in diverse populations.
  6. Intervention Studies:
    Evaluates the effectiveness of psychological interventions designed to improve educational outcomes and mental health among students.
Recent publications in the journal highlight several trending and emerging themes that reflect the evolving landscape of educational psychology. These themes indicate a growing recognition of the complex interplay between psychological factors and educational practices.
  1. Impact of COVID-19 on Education:
    Research focusing on the psychological effects of the COVID-19 pandemic on students and educators is increasingly prominent, highlighting issues of mental health, school alienation, and adaptation to online learning environments.
  2. Social-Emotional Learning (SEL):
    There is a growing trend towards studies that emphasize the importance of social-emotional learning in schools, as educators recognize its role in fostering resilience and academic success.
  3. Culturally Responsive Practices:
    Emerging themes include the examination of culturally responsive teaching and interventions, reflecting a shift towards inclusivity and recognition of diverse student backgrounds in educational settings.
  4. Psychological Resilience and Well-being:
    Research on resilience, coping mechanisms, and overall well-being of students and teachers is gaining traction, indicating a broader focus on mental health as integral to educational success.
  5. Integration of Technology in Education:
    The exploration of technology's role in education, including its psychological impacts and potential for enhancing learning experiences, is increasingly evident in recent publications.

Declining or Waning

While the journal has consistently focused on various aspects of educational psychology, certain themes have seen a decline in prominence over recent years. This may reflect shifting priorities in research or changes in educational contexts.
  1. Traditional Learning Theories:
    Research focusing on classical learning theories, such as behaviorism, has decreased, possibly due to the rise of more holistic, integrative approaches that consider emotional and social factors in learning.
  2. General Academic Achievement Studies:
    Studies that solely focus on academic performance without considering psychological or emotional aspects appear to be less frequent, indicating a shift towards more comprehensive frameworks.
  3. Single-Context Studies:
    Research that concentrates on a single educational context or demographic has waned, as there is an increasing emphasis on cross-cultural and comparative studies that address broader educational issues.
  4. Teacher-Centric Studies:
    The focus on teachers' perspectives alone is diminishing, with more research now addressing the dynamic interactions between teachers, students, and the educational environment.
  5. Longitudinal Studies of Educational Processes:
    There seems to be a reduction in longitudinal studies exploring educational processes over time, as the journal may be moving towards more immediate intervention and cross-sectional research.

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