The main purpose of the Journal of Educational Psychology® is to publish original, primary psychological research pertaining to education across all ages and educational levels. A secondary purpose of the Journal is the occasional publication of exceptionally important theoretical and review articles that are pertinent to educational psychology. Please note, the Journal does not typically publish reliability and validity studies of specific tests or assessment instruments.

Journal of Educational Psychology® is a registered trademark of American Psychological Association
Editorial Board


Steve Graham, EdD
Arizona State University

Associate Editors

Beth Kurtz-Costes
University of North Carolina

Jill Fitzgerald, PhD
University of North Carolina at Chapel Hill

Panayiota Kendeou, PhD
University of Minnesota

Young-Suk Kim, EdD
Florida State University

Pui-Wa Lei, PhD
Pennsylvania State University

Kristie Newton, PhD
Temple University

Daniel H. Robinson, PhD
The University of Texas at Austin

Cary J. Roseth, PhD
Michigan State University

Tanya Santangelo, PhD
Arcadia University

Birgit Spinath, PhD
Heidelberg University

Regina Vollmeyer
Goethe University

Li-fang Zhang
University of Hong Kong

Consulting Editors

Mary D. Ainley
University of Melbourne

Patricia Alexander
University of Maryland

Eric Anderman
The Ohio State University

Particia Ashton
University of Florida

Roderick W. Barron
University of Guelph

Matt Bernacki
University of Nevada, Las Vegas

David A. Bergin
University of Missouri

Daniel Bolt
University of Wisconsin, Madison

Mimi Bong
Korea University

Lee Branum-Martin
Georgia State University

Adriana G. Bus
Universiteit Leiden

Kirsten R. Butcher
University of Utah

Fabrizio Butera
University of Lausanne

Robert Calfee
Stanford University

Martha Carr
University of Georgia

Becky Xi Chen
University of Toronto

Clark Chinn
Rutgers University

Kwangsu Cho
Yonsei University, Seoul, Korea

Tim Cleary
Rutgers University

Donald Compton
Vanderbilt University

Pierre Cormier
Université de Moncton

Michael D. Coyne
University of Connecticut

Carol McDonald Connor
Arizona State University

Jennifer Cromley
Temple University

Anne E. Cunningham
University of California, Berkeley

Andrew Elliot
University of Rochester

Steve Elliott
Arizona State University

Carol Evans
University of South Hampton

Weihua Fan
University of Houston

Ralph Ferretti
University of Delaware

Sara J. Finney
James Madison University

Brett Foley
Alpine Testing Solutions

Barbara Foorman
Florida State University

Donna Y. Ford
Vanderbilt University

Lynn S. Fuchs
Vanderbilt University

David W. Galbraith
University of Southampton

Elizabeth Gee
Arizona State University

Jim Gee
Arizona State University

Michele Gregoire Gill
University of Central Florida

Arthur M. Glenberg
Arizona State University

Susan Goldman
University of Illinois

Art Graesser
University of Memphis

Deleon Gray
North Carolina State University

Barbara A. Greene
University of Oklahoma

Jeffrey A. Greene
University of North Carolina, Chapel Hill

Antonio Gutierrez
Georgia Southern University

John T. Guthrie
University of Maryland

Douglas Hacker
University of Utah

Karen Harris
Arizona State University

John Hattie
University of Melbourne

Karen Rambo-Hernandez
West Virginia State University

Marco G. P. Hessels
University of Geneva

Flaviu Hodis
Victoria University of Wellington, New Zealan

Chris Hulleman
University of Virginia

Mina C. Johnson
Arizona State University

Nancy Jordan
University of Delaware

Malt Joshi
Texas A&M

Avi Kaplan
Temple University

Carol Anne Kardash
University of Nevada, Las Vegas

Kenneth Kiewra
University of Nebraska

Noona Kiuru
University of Jyvaskyla, Finland

Kristin Krajewski
Justus Liebig Universitaet

Andy Katayama
United States Air Force Academy

Michael J. Kieffer
New York University

James S. Kim
Harvard University

Paul A. Kirschner
Open University of the Netherlands

Robert Klassen
University of York

Uta Klusmann
Leibniz Institute for Science and Mathematics Education

Beth Kurtz-Costes
University of North Carolina, Chapel Hill

Terri Kurz
Arizona State University

Seon-Young Lee
Seoul National University

Hongli Li
Georgia State University

Xiaodong Lin-Siegler
Columbia University

Elizabeth A. Linnenbrink-Garcia
Michigan State University

Min Liu
University of Hawaii at Mānoa

Robert Lorch
University of Kentucky

Charles MacArthur
University of Delaware

Joseph P. Magliano
Northern Illinois University

Scott Marley
Arizona State University

Andrew Martin
University of Sydney, Australia

Linda Mason
University of North Carolina, Chapel Hill

Lucia Mason
Universita degli Studi di Padova

Michele Mazzocco
University of Minnesota

Richard E. Mayer
University of California, Santa Barbara

Matt McCruden
Victoria University of Wellington

Mark McDaniel
Washington University in St. Louis

Nicole McNeil
University of Notre Dame

Magdalena Mo Ching Mok
Hong Kong Institute of Education

David Most
Colorado State University

P. Karen Murphy
The Pennsylvania State University

Benjamin Nagengast
Eberhard Karls University of Tübingen

John Nietfeld
North Carolina State University

Nikos Ntoumanis
University of Birmingham

E. Michael Nussbaum
University of Nevada, Las Vegas

Rollanda E. O'Connor
University of California, Riverside

Tenaha O'Reilly
Educational Testing Service

Fred Paas
Erasmus University

Erika Patall
The University of Texas at Austin

Reinhard Pekrun
University of Munich

Yaacov Petscher
Florida State University

Gary Phye
Iowa State University

Pablo Pirnay-Dumma
Martin-Luther-Universität Halle-Wittenberg, Halle, Germany

Jan L. Plass
New York University

Patrick Proctor
Boston College

David Rapp
Northwestern University

Katherine Rawson
Kent State University

Alexander Renkl
University of Freiburg

Lindsey Richland
University of Chicago

Gert Rijlaarsdam
Universiteit van Amsterdam

Gregory Roberts
The University of Texas at Austin

Alysia D. Roehrig
Florida State University

Christopher A. Sanchez
Oregon State University

Dale Schunk
University of North Carolina, Greensboro

Timothy Shanahan
University of Illinois, Chicago

Gale M. Sinatra
University of Southern California

Susan Sonnenschein
University of Maryland Baltimore County

Ricarda Steinmayr
Technische Universitat Dortmund

John Surber
University of Wisconsin–Milwaukee

Deborah L. Speece
Virginia Commonwealth University

H. Lee Swanson
University of California, Riverside

John Sweller
University of New South Wales

Keith Thiede
Boise State University

Theresa A. Thorkildsen
University of Illinois, Chicago

Chia-Wen Tsai
Ming Chuan University

Timothy Urdan
Santa Clara University

Ellen Usher
University of Kentucky

Paul Van den Broek
Universiteit Leiden

Sharon Vaughn
The University of Texas at Austin

Eduardo Vidal-Abarca
Universitat de Valencia

Chris Was
Kent State University

Mi-Young Web
Georgia State University

Kay Wijekumer
The Pennsylvania State University

Joanna P. Williams
Columbia University

Christopher Wolters
The Ohio State University

Dana Wood
Georgia College

Friederike Zimmermann
Kiel University

Sharon Zumbrunn
Virginia Commonwealth University

Akane Zusho
Fordham University

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Manuscript Submission

Prior to submission, please carefully read and follow the submission guidelines detailed below. Manuscripts that do not conform to the submission guidelines may be returned without review.


Submit manuscripts electronically via the Manuscript Submission Portal.

Manuscript Submission Portal Entrance

Steve Graham, EdD
Arizona State University

General correspondence may be directed to the Editor's Office.

In addition to addresses and phone numbers, please supply email addresses, as most communications will be by email. Fax numbers, if available, should also be provided for potential use by the editorial office and later by the production office.

The Journal of Educational Psychology® is now using a software system to screen submitted content for similarity with other published content. The system compares the initial version of each submitted manuscript against a database of 40+ million scholarly documents, as well as content appearing on the open web. This allows APA to check submissions for potential overlap with material previously published in scholarly journals (e.g., lifted or republished material).

Masked Review Policy

The Journal has a masked review policy, which means that the identities of both authors and reviewers are masked. Authors should make every effort to see that the manuscript itself contains no clues to their identities.

Authors should never use first person (I, my, we, our) when referring to a study conducted by the author(s) or when doing so reveals the authors' identities, e.g., "in our previous work, Johnson et al., 1998 reported that…" Instead, references to the authors' work should be in third person, e.g., "Johnson et al. (1998) reported that…."

The authors' institutional affiliations should also be masked in the manuscript.

Include the title of the manuscript along with all authors' names and institutional affiliations in the cover letter. The first page of the manuscript should omit the authors' names and affiliations, but should include the title of the manuscript and the date it is submitted.

Responsibility for masking the manuscript rests with the authors; manuscripts will be returned to the author if not appropriately masked. If the manuscript is accepted, authors will be asked to make changes in wording so that the paper is no longer masked.

If your manuscript was mask reviewed, please ensure that the final version for production includes a byline and full author note for typesetting.

Manuscript Guidelines

Adequate description of participants is critical to the science and practice of educational psychology; this allows readers to assess the results, determine generalizability of findings, and make comparisons in replications, extensions, literature reviews, or secondary data analyses. Authors should see guidelines for sample/subject description in the Publication Manual.

Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (see p. 34 of the Manual). Information that allows the reader to assess not only the significance but also the magnitude of the observed effects or relationships clarifies the importance of the findings.

Manuscript Preparation

Prepare manuscripts according to the Publication Manual of the American Psychological Association (6th edition). Manuscripts may be copyedited for bias-free language (see Chapter 3 of the Publication Manual).

Double-space all copy. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Manual.

Below are additional instructions regarding the preparation of display equations, computer code, and tables.

Display Equations

We strongly encourage you to use MathType (third-party software) or Equation Editor 3.0 (built into pre-2007 versions of Word) to construct your equations, rather than the equation support that is built into Word 2007 and Word 2010. Equations composed with the built-in Word 2007/Word 2010 equation support are converted to low-resolution graphics when they enter the production process and must be rekeyed by the typesetter, which may introduce errors.

To construct your equations with MathType or Equation Editor 3.0:

  • Go to the Text section of the Insert tab and select Object.
  • Select MathType or Equation Editor 3.0 in the drop-down menu.

If you have an equation that has already been produced using Microsoft Word 2007 or 2010 and you have access to the full version of MathType 6.5 or later, you can convert this equation to MathType by clicking on MathType Insert Equation. Copy the equation from Microsoft Word and paste it into the MathType box. Verify that your equation is correct, click File, and then click Update. Your equation has now been inserted into your Word file as a MathType Equation.

Use Equation Editor 3.0 or MathType only for equations or for formulas that cannot be produced as Word text using the Times or Symbol font.

Computer Code

Because altering computer code in any way (e.g., indents, line spacing, line breaks, page breaks) during the typesetting process could alter its meaning, we treat computer code differently from the rest of your article in our production process. To that end, we request separate files for computer code.

In Online Supplemental Material
We request that runnable source code be included as supplemental material to the article. For more information, visit Supplementing Your Article With Online Material.

In the Text of the Article
If you would like to include code in the text of your published manuscript, please submit a separate file with your code exactly as you want it to appear, using Courier New font with a type size of 8 points. We will make an image of each segment of code in your article that exceeds 40 characters in length. (Shorter snippets of code that appear in text will be typeset in Courier New and run in with the rest of the text.) If an appendix contains a mix of code and explanatory text, please submit a file that contains the entire appendix, with the code keyed in 8-point Courier New.


Use Word's Insert Table function when you create tables. Using spaces or tabs in your table will create problems when the table is typeset and may result in errors.

If your manuscript was mask reviewed, please ensure that the final version for production includes a byline and full author note for typesetting.

Review APA's Checklist for Manuscript Submission before submitting your article.

Submitting Supplemental Materials

APA can place supplemental materials online, available via the published article in the PsycARTICLES® database. Please see Supplementing Your Article With Online Material for more details.

Abstract and Keywords

All manuscripts must include an abstract containing a maximum of 250 words typed on a separate page. After the abstract, please supply up to five keywords or brief phrases.


List references in alphabetical order. Each listed reference should be cited in text, and each text citation should be listed in the References section.

Examples of basic reference formats:

  • Journal Article:
    Hughes, G., Desantis, A., & Waszak, F. (2013). Mechanisms of intentional binding and sensory attenuation: The role of temporal prediction, temporal control, identity prediction, and motor prediction. Psychological Bulletin, 139, 133–151.
  • Authored Book:
    Rogers, T. T., & McClelland, J. L. (2004). Semantic cognition: A parallel distributed processing approach. Cambridge, MA: MIT Press.
  • Chapter in an Edited Book:
    Gill, M. J., & Sypher, B. D. (2009). Workplace incivility and organizational trust. In P. Lutgen-Sandvik & B. D. Sypher (Eds.), Destructive organizational communication: Processes, consequences, and constructive ways of organizing (pp. 53–73). New York, NY: Taylor & Francis.


Graphics files are welcome if supplied as Tiff or EPS files. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file.

The minimum line weight for line art is 0.5 point for optimal printing.

For more information about acceptable resolutions, fonts, sizing, and other figure issues, please see the general guidelines.

When possible, please place symbol legends below the figure instead of to the side.

APA offers authors the option to publish their figures online in color without the costs associated with print publication of color figures.

The same caption will appear on both the online (color) and print (black and white) versions. To ensure that the figure can be understood in both formats, authors should add alternative wording (e.g., "the red (dark gray) bars represent") as needed.

For authors who prefer their figures to be published in color both in print and online, original color figures can be printed in color at the editor's and publisher's discretion provided the author agrees to pay:

  • $900 for one figure
  • An additional $600 for the second figure
  • An additional $450 for each subsequent figure


Authors of accepted papers must obtain and provide to the editor on final acceptance all necessary permissions to reproduce in print and electronic form any copyrighted work, including test materials (or portions thereof), photographs, and other graphic images (including those used as stimuli in experiments).

On advice of counsel, APA may decline to publish any image whose copyright status is unknown.

Publication Policies

APA policy prohibits an author from submitting the same manuscript for concurrent consideration by two or more publications.

See also APA Journals® Internet Posting Guidelines.

APA requires authors to reveal any possible conflict of interest in the conduct and reporting of research (e.g., financial interests in a test or procedure, funding by pharmaceutical companies for drug research).

Authors of accepted manuscripts are required to transfer the copyright to APA.

Ethical Principles

It is a violation of APA Ethical Principles to publish "as original data, data that have been previously published" (Standard 8.13).

In addition, APA Ethical Principles specify that "after research results are published, psychologists do not withhold the data on which their conclusions are based from other competent professionals who seek to verify the substantive claims through reanalysis and who intend to use such data only for that purpose, provided that the confidentiality of the participants can be protected and unless legal rights concerning proprietary data preclude their release" (Standard 8.14).

APA expects authors to adhere to these standards. Specifically, APA expects authors to have their data available throughout the editorial review process and for at least 5 years after the date of publication.

Authors are required to state in writing that they have complied with APA ethical standards in the treatment of their sample, human or animal, or to describe the details of treatment.

The APA Ethics Office provides the full Ethical Principles of Psychologists and Code of Conduct electronically on its website in HTML, PDF, and Word format. You may also request a copy by emailing or calling the APA Ethics Office (202-336-5930). You may also read "Ethical Principles," December 1992, American Psychologist, Vol. 47, pp. 1597–1611.

Other Information

Special Issues
  • Advanced Learning Technologies

    Special issue of APA's Journal of Educational Psychology, Vol. 105, No. 4, November 2013. The articles illustrate how advanced learning technologies are convenient platforms for scientific research in addition to addressing applied research questions in rigorous ways.