Psicologia Educativa

Scope & Guideline

Enhancing Learning through Evidence-Based Psychology

Introduction

Welcome to your portal for understanding Psicologia Educativa, featuring guidelines for its aims and scope. Our guidelines cover trending and emerging topics, identifying the forefront of research. Additionally, we track declining topics, offering insights into areas experiencing reduced scholarly attention. Key highlights include highly cited topics and recently published papers, curated within these guidelines to assist you in navigating influential academic dialogues.
LanguageSpanish
ISSN1135-755x
PublisherCOLEGIO OFICIAL PSICOLOGOS MADRID
Support Open AccessYes
CountrySpain
TypeJournal
Convergefrom 2013 to 2024
AbbreviationPSICOL EDUC / Psicol. Educ.
Frequency2 issues/year
Time To First Decision-
Time To Acceptance-
Acceptance Rate-
Home Page-
AddressC/CUESTA SAN VICENTE, NO 4, 6 PLANTA, MADRID 28008, SPAIN

Aims and Scopes

The journal "Psicologia Educativa" focuses on the intersection of psychology and education, emphasizing empirical research that enhances understanding of cognitive, emotional, and social factors influencing learning and teaching processes. Its scope encompasses a broad range of topics aimed at improving educational practices and student outcomes.
  1. Educational Psychology Research:
    The journal publishes studies that explore psychological principles applied to educational settings, including topics like motivation, learning strategies, and emotional intelligence.
  2. Assessment and Intervention Strategies:
    Research on the development and evaluation of assessment tools and intervention programs aimed at addressing educational challenges, particularly in early childhood and special education.
  3. Impact of Socio-Emotional Factors:
    Exploration of how emotional well-being, resilience, and social dynamics influence academic performance and teacher-student relationships.
  4. Cognitive Processes in Education:
    Investigations into cognitive functions such as attention, memory, and executive functions, and their implications for learning and teaching methodologies.
  5. Cross-Cultural and Contextual Studies:
    Studies examining educational psychology across different cultural contexts, emphasizing the importance of socio-cultural factors in educational practices.
The journal has shown a dynamic shift towards addressing contemporary educational challenges and psychological factors, reflecting recent trends in educational research. This section outlines the emerging themes that are gaining traction in recent publications.
  1. Impact of COVID-19 on Education:
    Research exploring the academic and emotional challenges faced by students during and after the COVID-19 pandemic is increasingly relevant, highlighting the need for adaptive educational strategies.
  2. Emotional Intelligence and Academic Success:
    There is a growing body of literature examining the relationship between emotional intelligence, resilience, and academic performance, indicating a trend towards understanding the emotional aspects of learning.
  3. Peer Mentoring and Support Systems:
    Studies focusing on peer mentoring's effectiveness in reducing dropout rates and enhancing academic performance are emerging, reflecting a shift towards collaborative and supportive educational environments.
  4. Diversity and Inclusion in Education:
    Research addressing the needs of diverse learner populations, including those with special educational needs, is on the rise, emphasizing the importance of inclusive educational practices.
  5. Technology in Educational Assessment:
    Emerging themes include the use of technology for formative assessment and cognitive diagnosis, signaling a trend towards integrating digital tools in educational evaluation.

Declining or Waning

While "Psicologia Educativa" continues to thrive in many areas, certain themes have become less prominent in recent publications. This section highlights topics that are witnessing a decline in focus or frequency within the journal.
  1. Traditional Classroom Dynamics:
    Research focusing solely on conventional teacher-student interactions without considering the broader socio-emotional or cognitive context has seen a decrease, as newer studies emphasize integrated approaches.
  2. Generalized Theories of Learning:
    Papers that rely on broad, non-specific theories of learning without empirical backing are less common, as the journal has shifted towards studies with robust methodological frameworks and specific educational contexts.
  3. Universal Interventions:
    There is a waning interest in one-size-fits-all intervention strategies, with a growing emphasis on tailored approaches that consider individual differences and contextual factors.

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