Journal Report

Educational Psychology Review

Download PDF
Journal Information
Journal Title
Educational Psychology Review
Publisher
ISSN
1573-336X
E-ISSN
1040-726X
Database
ERIH PLUS
Domain
Life Sciences, Physical Sciences, Social Sciences
Classification History
Year A+ A B C
2026 ✓
2025
2024
2023
2021/2022
2020
2019 ✓
2018
A journal may have more than one classification in the same year. All recorded classifications are displayed.
Recent Articles
The Role of “Understanding” in Human Cognitive Architecture: A Cognitive Load Theory Perspective
Ouhao Chen, Nadine Marcus, John Sweller
2026-10-22 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10233-5
Re-examining Associations between Big Five Personality Traits and Teacher Burnout using Meta-analytic Structural Equation Modeling
Kangning Zhu, Junhua Dang, Yuhao Cui
2026-10-19 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10231-7
Gesture-Based Vocabulary Instruction in a Special Education Context: Exploratory Evidence on Gesture Use and Lesson Frequency
Lijia Lin, Alfred van Bergen, Kate M. Xu et al.
2026-10-16 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10228-2
Revisiting the Role of Social and Dimensional Comparisons in the Internal/External Frame of Reference Model: A Systematic Comparison of the Classic and the Difference I/E Model
Fabian Wolff, Jennifer Schumacher, Jens Möller
2026-10-13 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10212-w
Further Redefining Motivation with Situated Cognition, Power, and Belonging
Daniel T. Hickey, Charmian Lam
2026-10-9 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10219-3
Technology-Supported Interventions and Learners’ Metacognition: A Three-Level Meta-Analysis
Yijia Yuan, Yiran Du
2026-10-7 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10227-3
Why Some Gestures Work Better than Others: Toward a Model of Gesture-Supported Vocabulary Learning
Manuela Macedonia, Lihui Hu, Brian Mathias
2026-10-6 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10222-8
Effects of AI Interventions Across Cognitive, Social-emotional, and Academic Outcomes: a Meta-analysis of Randomized Controlled Trials with Nonlinear Dose–response Evidence
Xiaotian Ren, Xinying Li, Luying Gao et al.
2026-10-3 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10217-5
Considering Cognitive Load When Exploring Before Instruction: The Potential Role of Element Interactivity
Marci S. DeCaro, Campbell R. Bego, Angela K. Thompson et al.
2026-10-3 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10223-7
A Complexity Perspective on Culture, Identity, and Motivation: The Dynamic Systems Model of Role Identity
Avi Kaplan, Joanna K. Garner
2026-10-2 Vol. 38 Issue 1
DOI: 10.1007/s10648-026-10221-9
Articles retrieved from Crossref.
Green Journals | https://www.green-journals.com | info@green-journals.com
Printed: October 26, 2026 09:18