Journal of Educational Psychology®

Outgoing Editor: Arthur C. Graesser
Incoming Editor: Steve Graham
ISSN: 0022-0663
eISSN: 1939-2176
Published: quarterly, beginning in February
ISI Impact Factor: 2.909
Psychology - Educational : 5 of 53
Description

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

Incoming (2015) Editorial Board

(handling all new submissions in 2014)

Incoming (2015) Editor

Steve Graham
Arizona State University

Incoming (2015) Associate Editors

Jill Fitzgerald
University of North Carolina

Panayiota Kendeou
University of Minnesota

Young-Suk Kim
Florida State University

Pui-Wa Lei
Pennsylvania State University

Daniel H. Robinson
Colorado State University

Cary J. Roseth
Michigan State University

Tanya Santangelo
Arcadia University

Gregory Schraw
University of Nevada, Las Vegas

Birgit Spinath
Heidelberg University

Incoming (2015) 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

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, Ph.D.
University of Connecticut

Carol McDonald Connor
Arizona State University

Jennifer Cromley
Temple University

Anne E. Cunningham
University of California, Berkeley

Heather A. Davis
North Carolina State University

David K. Dickinson
Vanderbilt University

Andrew Elliot
University of Rochester

Steve Elliott
Arizona State University

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

John T. Guthrie
University of Maryland

Douglas Hacker
University of Utah

Karen Harris
Arizona State University

John Hattie
University of Melbourne

Chris Hulleman
University of Virginia

Malt Joshi
Texas A&M

Avi Kaplan
Temple University

Carol Anne Kardash
University of Nevada, Las Vegas

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

Kristin Krajewski
Justus Liebig Universitaet

Beth Kurtz-Costes
University of North Carolina, Chapel Hill

Terry Kurz
Arizona State University

Hongli Li
George State 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

Margo A. Mastropieri, PhD
George Mason University

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

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

Helen Patrick
Purdue University

Reinhard Pekrun
University of Munich

Yaacov Petscher
Florida State University

Gary Phye
Iowa State University

Pablo Pirnay-Dummer
Halle University, Germany

Jan L. Plass
New York University

Patrick Proctor
Boston College

David Rapp
Northwestern 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

Regina Vollmeyer
Goethe University

Chris Was
Kent State University

Mi-Young Webb
Georgia State University

Kay Wijekumer
The Pennsylvania State University

Joanna P. Williams
Columbia University

Christopher Wolters
The Ohio State University

Friederike Zimmermann 
Kiel University

Sharon Zumbrunn
Virginia Commonwealth University

Akane Zusho
Fordham University


Outgoing Editorial Board

(handling invited revisions only in 2014)

Outgoing Editor

Arthur C. Graesser
University of Memphis

Outgoing Associate Editors

Jill Fitzgerald
University of North Carolina, Chapel Hill

David Francis
University of Houston

Susan Goldman
University of Illinois, Chicago

Young-Suk Kim
Florida State University

Robert Klassen
The University of York, United Kingdom

David Rapp
Northwestern University

Susan Sonnenschein
University of Maryland

Birgit Spinath
Heidelberg University, Germany

Roman Taraban
Texas Tech University

Jennifer Wiley
University of Illinois at Chicago

Christopher Wolters
Ohio State University

Outgoing Chief Editorial Assistant

Jean Edgar
University of Memphis

Outgoing Consulting Editors

Mary D. Ainley
University of Melbourne, Australia

Vincent Aleven
Carnegie Mellon University

Patricia Alexander
University of Maryland, College Park

Richard L. Allington
University of Tennessee

Ellen R. Altermatt
Hanover College

Ivan Ash
Old Dominion University

Carole Beal
University of Arizona

David A. Bergin
University of Missouri, Columbia

Daniel Bolt
University of Wisconsin, Madison

Mimi Bong
Ewha Womans University, Seoul, Korea

Julie L. Booth
Temple University

Jason Braasch
University of Memphis

M. Anne Britt
Northern Illinois University

Scott Brown
University of Connecticut

Eric S. Buhs
University of Nebraska, Lincoln

Adriana G. Bus
Leiden University, The Netherlands

Kirsten R. Butcher
University of Utah

Robert Calfee
University of California, Riverside

Martha Carr
University of Georgia

Kwangsu Cho
Yonsei University, Seoul, Korea

Timothy Cleary
University of Wisconsin, Milwaukee

Anne E. Cook
University of Utah

Kai Cortina
University of Michigan

Jennifer Cromley
Temple University

H. Michael Crowson
University of Oklahoma

Anne E. Cunningham
University of California, Berkeley

Teresa K. DeBacker
The University of Oklahoma

Sidney D'Mello
University of Notre Dame

John Dunlosky
Kent State University

Amanda M. Durik
Northern Illinois University

Gary Feng
Educational Testing Service

J. D. Fletcher
Institute for Defense Analyses

Lynn S. Fuchs
Vanderbilt University

Linda Gambrell
Clemson University

James P. Gee
Arizona State University

Arthur M. Glenberg
Arizona State University

Adele E. Gottfried
California State University

Steve Graham
Arizona State University

Barbara A. Greene
University of Oklahoma

John Guthrie
University of Maryland

Douglas Hacker
University of Utah

Vernon C. Hall
Syracuse University

Jill Hamm
University of North Carolina, Chapel Hill

John Hattie
University of Auckland, New Zealand

Mary Hegarty
University of California, Santa Barbara

Flaviu A. Hodis
Victoria University of Wellington, New Zealand

Jan N. Hughes
Texas A&M University

Slava Kalyuga
University of South Wales, Australia

Avi Kaplan
Temple University

Beth Kurtz-Costes
University of North Carolina, Chapel Hill

Dan Lapsley
University of Notre Dame

Willy Lens
University of Leuven, Belgium

Elizabeth A. Linnenbrink-Garcia
Duke University

Robert Lorch
University of Kentucky

Joseph P. Magliano
Northern Illinois University

Andrew Martin
University of Sydney, Australia

Andrew J. Mashburn
Portland State University

Linda Mason
Pennsylvania State University

Richard E. Mayer
University of California, Santa Barbara

Charles MacArthur
University of Delaware

Catherine McBride-Chang
The Chinese University of Hong Kong, China

Nicole M. McNeil
University of Notre Dame

Debra K. Meyer
Elmhurst College

Keith Millis
Northern Illinois University

Alexandre J. S. Morin
University of Western Sydney, Australia

Tamera B. Murdock
University of Missouri, Kansas City

P. Karen Murphy
Pennsylvania State University

Mitchell J. Nathan
University of Wisconsin, Madison

Nikolaso Ntoumanis
University of Birmingham, United Kingdom

E. Michael Nussbaum
University of Nevada, Las Vegas

Rollanda E. O'Connor
University of California, Riverside

Harry O'Neil
University of Southern California

Tenaha O'Reilly
Educational Testing Service

Philip Parker
University of Western Sydney, Australia

Helen Patrick
Purdue University

Erika Patall
University of Texas, Austin

Reinhard Pekrun
University of Munich, Germany

Gary Phye
Iowa State University

Keenan Pituch
University of Texas, Austin

Jan L. Plass
New York University

Katherine Rawson
Kent State University

Robert Renaud
University of Manitoba, Canada

Alexander Renkl
University of Freiburg, Germany

Catherine Richards-Tutor
California State University, Long Beach

Bethany Rittle-Johnson
Vanderbilt University

Daniel Robinson
University of Texas, Austin

Philip Rodkin
University of Illinois at Urbana–Champaign

Christine M. Rubie-Davies
University of Auckland, New Zealand

Christopher A. Sanchez
Arizona State University

Katherine Scheiter
Knowledge Media Research Center, Germany

Marlene Schommer-Aikins
Wichita State University

Gregory Schraw
University of Nevada, Las Vegas

Dale Schunk
University of North Carolina, Greensboro

Christian D. Schunn
University of Pittsburgh

Paula J. Schwanenflugel
University of Georgia

Colleen M. Seifert
University of Michigan

Timothy Shanahan
University of Illinois, Chicago

Gale M. Sinatra
University of Southern California

Einar M. Skaalvik
Norwegian University of Science and Technology, Norway

John Sweller
University of New South Wales, Australia

Keith Thiede
Boise State University

Theresa A. Thorkildsen
University of Illinois, Chicago

Wendy Troop-Gordon
North Dakota State University

Chia-Wen Tsai
Ming Chuan University-Taiwan

Timothy Urdan
Santa Clara University

Ellen Usher
University of Kentucky

Regina Vollmeyer
University of Frankfurt, Germany

Jeffrey Walczyk
Louisiana Technical University

Charles A. Weaver III
Baylor University

Joanna P. Williams
Columbia University

Phil Winne
Simon Fraser University, Canada

Moshe M. Zeidner
University of Haifa, Israel

Abstracting & Indexing

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Instructions to Authors

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.

Submission

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.

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.

Tables

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.

References

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. http://dx.doi.org/10.1037/a0028566
  • 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.

Figures

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

Permissions

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.