Journal Report

Contemporary Educational Psychology

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Journal Information
Journal Title
Contemporary Educational Psychology
Publisher
ISSN
0361-476X
E-ISSN
Database
AERES
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
To be ashamed or not to be ashamed? Profiles of pre-service teachers' shame in mathematics
Lars Meyer-Jenßen, Malte Lehmann, Christin Laschke
2026-12 Vol. 87 Pages 102500
DOI: 10.1016/j.cedpsych.2026.102500
Understanding science with citizen science: A randomized controlled field trial investigating the efficacy of a soil science intervention for promoting children's scientific reasoning
Julia Maria Lange, Julia Schiefer, Carola Garrecht et al.
2026-12 Vol. 87 Pages 102502
DOI: 10.1016/j.cedpsych.2026.102502
Not all who avoid help are lost: The relations between help avoidance and performance in a digital learning platform
Natalia S. Martin, Nicholas A. Vest, Avery H. Closser et al.
2026-12 Vol. 87 Pages 102505
DOI: 10.1016/j.cedpsych.2026.102505
Beyond the classroom sample: Validating a STEM biographical data measure with online adult learners
Brittany C. Bradford, Debshila Basu Mallick, Frederick L. Oswald et al.
2026-12 Vol. 87 Pages 102501
DOI: 10.1016/j.cedpsych.2026.102501
Contextual factors that contribute to school belonging for Indigenous middle and high school students: A mixed methods study
Macy L. Bowman, Matthew T. McCrudden, Jimena Cosso
2026-12 Vol. 87 Pages 102506
DOI: 10.1016/j.cedpsych.2026.102506
Parent learning-oriented responses to failure dampen math anxiety development at lower math achievement levels
Zhe Wang, Connie Barroso, Minchao Wang et al.
2026-12 Vol. 87 Pages 102503
DOI: 10.1016/j.cedpsych.2026.102503
Corrigendum to “Mathematics motivation and sense of belonging among transgender and nonbinary college students” [Contemp. Educ. Psychol. 82 (2025) 102403]
Kaitlyn Brown, Giulia A. Borriello, Sanjana Rahman et al.
2026-10 Pages 102504
DOI: 10.1016/j.cedpsych.2026.102504
Accept, elaborate, modify, or no uptake?: Which peer feedback features matter?
Xingshi Gao, Christian D. Schunn, Judith Gulikers et al.
2026-9 Vol. 86 Pages 102491
DOI: 10.1016/j.cedpsych.2026.102491
When do performance-approach goals undermine achievement? An experimental test of the goal complex model
Corwin Senko, Sarah Pallone
2026-9 Vol. 86 Pages 102468
DOI: 10.1016/j.cedpsych.2026.102468
Growth Feedback, Mastery-approach Goals, and Learning-related Outcomes: An Achievement Goal Perspective
Faming Wang, Ronnel B. King, Andrew J. Elliot
2026-9 Vol. 86 Pages 102479
DOI: 10.1016/j.cedpsych.2026.102479
Articles retrieved from Crossref.
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Printed: November 2, 2026 10:51