Journal Report

Educational Psychology

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Journal Information
Journal Title
Educational Psychology
Publisher
ISSN
1469-5820
E-ISSN
0144-3410
Database
ERIH PLUS
Domain
Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019
2018
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Recent Articles
Latent transition analysis of approaches to learning among Chinese preschool children: teacher expectations and teacher–child relationship as predictors
Jie Huang, Yanhong Su, Dongqing Yu et al.
2026-10-15 Pages 1-20
DOI: 10.1080/01443410.2026.2742891
Examining the impact of COVID-19 on student mathematics achievement across countries: A multilevel machine learning analysis of PISA 2022
Xuelan Qiu, Jin Yuan, Jinran Wu et al.
2026-10-13 Pages 1-18
DOI: 10.1080/01443410.2026.2742894
Parents’ judgments of their children’s social and language competences: the role of child, parent, and family characteristics
Anna Ratka-Pauler, Jan Lenhart
2026-10-8 Pages 1-21
DOI: 10.1080/01443410.2026.2742889
Correction
2026-10-8 Pages 1-3
DOI: 10.1080/01443410.2026.2746275
Too much of a good thing? Curvilinear effects of parental involvement on student achievement across socioeconomic groups
Xiaoting Huang, Xuewen Yang, Yawen Cheng et al.
2026-10-7 Pages 1-17
DOI: 10.1080/01443410.2026.2742892
Understanding students’ perceived source of effort: Bridging effort source belief and effort attribution
Yiting Hao, Lars-Erik Malmberg, Gabriel J. Stylianides
2026-10-6 Pages 1-20
DOI: 10.1080/01443410.2026.2742893
Special Issue on “Revisiting Self-Regulated Learning (SRL) in the Digital Age: Perspectives on the SRL-Achievement Link in Technology-Enhanced Learning Environments” (Part 2)
Zi Yan, Norman B. Mendoza, Ying Zhan et al.
2026-10-1 Pages 1-9
DOI: 10.1080/01443410.2026.2739049
Exploring the effects of AI-powered feedback in language learning: a meta-analysis
Zhenzhen Chen, Shuo Chen, Weichao Chen
2026-9-22 Pages 1-27
DOI: 10.1080/01443410.2026.2735272
Using technology-based interventions to improve students’ self-directed learning and achievement in online postsecondary STEM courses: Evidence from a mixed-methods analysis
Jessica Mislevy, Paul Burkander, Krystal Thomas et al.
2026-9-15 Pages 1-22
DOI: 10.1080/01443410.2026.2718420
A multiple mediation model of academic encouragement and course engagement involving mental resilience, feedback literacy, and fear of failure among Chinese students
Jiaxin Ren, Ghayth Al-Shaibani, Juncheng Guo
2026-9-2 Pages 1-19
DOI: 10.1080/01443410.2026.2724845
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Printed: October 25, 2026 18:37