Journal of Educational Psychology

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

To submit to the editorial office of Panayiota Kendeou, please submit manuscripts electronically through the Manuscript Submission Portal in Microsoft Word (.docx) or LaTex (.tex) as a zip file with an accompanied Portable Document Format (.pdf) of the manuscript file.

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7^th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7^th edition are available.

The Journal of Educational Psychology publishes direct replications. Submissions should include “A Replication of XX Study” in the subtitle of the manuscript as well as in the abstract.

Submit Manuscript

Panayiota Kendeou, PhD, editor
University of Minnesota

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).

Transparency and openness

APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science (Nosek et al. 2015). As outlined in Dr. Panayiota Kendeou's inaugural editorial (Kendeou, 2021), empirical research, including meta-analyses, submitted to the Journal of Educational Psychology must meet the “disclosure” level for all eight aspects of research planning and reporting. Authors should include a subsection in the method section titled “Transparency and Openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines. For example:

• We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study, and the study follows JARS (Applebaum, et al., 2018). All data, analysis code, and research materials are available at [stable link to permanent repository]. Data were analyzed using R, version 4.0.0 (R Core Team, 2020) and the package ggplot, version 3.2.1 (Wickham, 2016). This study’s design and its analysis were not pre-registered.

Data, materials, and code

Authors must state whether data and study materials are posted to a trusted repository and, if so, how to access them. Recommended repositories include APA’s repository on the Open Science Framework (OSF), or authors can access a full list of other recommended repositories. Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.

In a subsection titled "Transparency and Openness" at the end of the Method section, specify whether and where the data and material will be available or include a statement noting that they are not available. For submissions with quantitative or simulation analytic methods, state whether the study analysis code is posted to a trusted repository, and, if so, how to access it.

For example:

• All data have been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].
• Materials and analysis code for this study are available by emailing the corresponding author.
• Materials and analysis code for this study are not available.
• The code behind this analysis/simulation has been made publicly available at the [trusted repository name] and can be accessed at [persistent URL or DOI].

Preregistration of studies and analysis plans

Preregistration of studies and specific hypotheses can be a useful tool for making strong theoretical claims. Likewise, preregistration of analysis plans can be useful for distinguishing confirmatory and exploratory analyses. Investigators are encouraged to preregister their studies and analysis plans prior to conducting the research via a publicly accessible registry system (e.g., OSF, ClinicalTrials.gov, or other trial registries in the WHO Registry Network).

There are many available templates; for example, APA, the British Psychological Society, and the German Psychological Society partnered with the Leibniz Institute for Psychology and Center for Open Science to create Preregistration Standards for Quantitative Research in Psychology (Bosnjak et al., 2022).

We recognize that there may be good reasons to change the analysis plan after it has been preregistered, and thus encourage authors to do so when appropriate so long as all changes are clearly and transparently disclosed in the manuscript.

Articles must state whether or not any work was preregistered and, if so, where to access the preregistration. If any aspect of the study is preregistered, include the registry link in the method section.

For example:

• This study’s design was preregistered prospectively, before data were collected; see [STABLE LINK OR DOI].
• This study’s design and hypotheses were preregistered after data had been collected but before analyses were undertaken; see [STABLE LINK OR DOI].
• This study’s analysis plan was preregistered; see [STABLE LINK OR DOI].
• This study was not preregistered.

Open science badges

Starting in 2020, articles are eligible for open science badges recognizing publicly available data, materials, and/or preregistration plans and analyses. These badges are awarded on a self-disclosure basis.

Applying for open science badges is optional.

At submission, authors must confirm that criteria have been fulfilled in a signed badge disclosure form (PDF, 33KB) that must be submitted as supplemental material. If all criteria are met as confirmed by the editor, the form will then be published with the article as supplemental material.

Authors should also note their eligibility for the badge(s) in the cover letter.

For all badges, items must be made available on an open-access repository with a persistent identifier in a format that is time-stamped, immutable, and permanent. For the preregistered badge, this is an institutional registration system.

Data and materials must be made available under an open license allowing others to copy, share, and use the data, with attribution and copyright as applicable.

Available badges are:

Open Data:
All data necessary to reproduce the reported results that are digitally shareable are made publicly available. Information necessary for replication (e.g., codebooks or metadata) must be included.

Open Data; Protected Access:
A Protected Access (PA) notation may be added to open data badges if sensitive, personal data are available only from an approved third-party repository that manages access to data to qualified researchers through a documented process. To be eligible for an open data badge with such a notation, the repository must publicly describe the steps necessary to obtain the data and detailed data documentation (e.g. variable names and allowed values) must be made available publicly. View a list of approved repositories .

Open Materials:
All materials necessary to reproduce the reported results that are digitally shareable, along with descriptions of non-digital materials necessary for replication, are made publicly available.

Preregistered:
The study's design has been preregistered with descriptions of (a) the research design and study materials, including the planned sample size; (b) the motivating research question or hypothesis; (c) the outcome variable(s); and (d) the predictor variables, including controls, covariates, and independent variables. Preregistered, confirmatory results must be clearly distinguished from unregistered, exploratory analyses using headers such as “Results from pre-registered analyses” and “Exploratory analyses.” 

Preregistered+Analysis Plan:
The study's design has been preregistered along with an analysis plan for the research—and results are recorded according to that plan.

Registered Reports

The journal now also invites submission of Registered Reports. We are particularly interested in Registered Reports for intervention studies and secondary data analyses. Registered reports require a two-stage review process. You can find specific instructions for submitting Registered Reports online (PDF, 247KB).

Stage 1 is the submission of the registration, so-called Stage 1 manuscript. This is a partial manuscript that includes introduction, theoretical framework, rationale for the study, hypotheses, experimental design, and methods (including an analysis plan). The partial manuscript will be reviewed for significance, theoretical framework, methodological approach, and analysis plan.

If the Stage 1 Registered Report manuscript receives an “in-principal acceptance (IPA)” it means that the study has the potential to be published if is performed exactly as proposed (also including the proposed statistical evaluation) regardless of the outcome of the study. After this stage and before data collection begins the study is pre-registered (e.g., through the Registered Report tools from OSF).

In Stage 2, the full paper undergoes a second peer-review process, checking if the study protocol was implemented and if the reasons for potential changes were acceptable. Nevertheless, a rejection is still possible, namely if the study’s execution and analysis diverged too much from the proposed study design and/or the manuscript is low quality. The refinement of the discussion and conclusions may still require further revision, but the process will be expedited.

Author contribution statements using CRediT

The APA Publication Manual (7th ed.), which stipulates that "authorship encompasses…not only persons who do the writing but also those who have made substantial scientific contributions to a study." In the spirit of transparency and openness, the journal has adopted the Contributor Roles Taxonomy (CRediT) to describe each author's individual contributions to the work. CRediT offers authors the opportunity to share an accurate and detailed description of their diverse contributions to a manuscript.

Submitting authors will be asked to identify the contributions of all authors at initial submission according to the CRediT taxonomy. If the manuscript is accepted for publication, the CRediT designations will be published as an author contributions statement in the author note of the final article. All authors should have reviewed and agreed to their individual contribution(s) before submission.

CRediT includes 14 contributor roles, as described below:

• Conceptualization: Ideas; formulation or evolution of overarching research goals and aims.
• Data curation: Management activities to annotate (produce metadata), scrub data and maintain research data (including software code, where it is necessary for interpreting the data itself) for initial use and later re-use.
• Formal analysis: Application of statistical, mathematical, computational, or other formal techniques to analyze or synthesize study data.
• Funding acquisition: Acquisition of the financial support for the project leading to this publication.
• Investigation: Conducting a research and investigation process, specifically performing the experiments, or data/evidence collection.
• Methodology: Development or design of methodology; creation of models.
• Project administration: Management and coordination responsibility for the research activity planning and execution.
• Resources: Provision of study materials, reagents, materials, patients, laboratory samples, animals, instrumentation, computing resources, or other analysis tools.
• Software: Programming, software development; designing computer programs; implementation of the computer code and supporting algorithms; testing of existing code components.
• Supervision: Oversight and leadership responsibility for the research activity planning and execution, including mentorship external to the core team.
• Validation: Verification, whether as a part of the activity or separate, of the overall replication/reproducibility of results/experiments and other research outputs.
• Visualization: Preparation, creation and/or presentation of the published work, specifically visualization/data presentation.
• Writing—original draft: Preparation, creation and/or presentation of the published work, specifically writing the initial draft (including substantive translation).
• Writing—review and editing: Preparation, creation and/or presentation of the published work by those from the original research group, specifically critical review, commentary or revision: including pre- or post-publication stages.

Authors can claim credit for more than one contributor role, and the same role can be attributed to more than one author. Not all roles will be applicable to any particular scholarly work.

Manuscript preparation

Prepare manuscripts according to the Publication Manual of the American Psychological Association using the 7^th edition. Manuscripts may be copyedited for bias-free language (see Chapter 5 of the Publication Manual). APA Style and Grammar Guidelines for the 7^th edition are available.

Double-space your manuscript. Other formatting instructions, as well as instructions on preparing tables, figures, references, metrics, and abstracts, appear in the Publication Manual. Additional guidance on APA Style is available on the APA Style website.

Masked review policy

The journal has adopted a policy of masked review for all submissions, which means that the identities of both authors and reviewers are masked. The cover letter should include all authors' names and institutional affiliations. The first page of text should omit this information but should include the title of the manuscript and the date it is submitted.

Every effort should be made to see that the manuscript itself contains no clues to the authors' identity, including grant numbers, names of institutions providing IRB approval, self-citations, and links to online repositories for data, materials, code, or preregistrations (e.g., Create a View-only Link for a Project). 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…."

Please note that if you include masked references in your manuscript, the editor requests that you identify these references in your cover letter, so that the editors can see which articles are being referenced in your submission.

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.

Word limits

Manuscripts should generally not exceed 12,000 words (approximately 40 double-spaced pages in 12-point Times New Roman font), not including references, tables, figures, and appendixes. Editors may return manuscripts longer than 12,000 words for revision if they think the paper is too long. This will involve asking the authors to shorten the paper and return it as a new submission.

Manuscript guidelines

Adequate description of participants and measures are 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 participants and measures (including reliability and validity evidence) in the Publication Manual.

Appropriate indexes of effect size or strength of relationship should be incorporated in the results section of the manuscript (refer of the Publication 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.

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.

Journal Article Reporting Standards

Authors are encouraged to consult the APA Journal Article Reporting Standards (JARS) for quantitative, qualitative, and mixed methods research. Updated in 2018, the standards offer ways to improve transparency in reporting to ensure that readers have the information necessary to evaluate the quality of the research and to facilitate collaboration and replication.

The new JARS:

• recommend the division of hypotheses, analyses, and conclusions into primary, secondary, and exploratory groupings to allow for a full understanding of quantitative analyses presented in a manuscript and to enhance reproducibility;
• offer modules for authors reporting on N-of-1 designs, replications, clinical trials, longitudinal studies, and observational studies, as well as the analytic methods of structural equation modeling and Bayesian analysis; and
• include guidelines on reporting on registration (including making protocols public); participant characteristics, including demographic characteristics; inclusion and exclusion criteria; psychometric characteristics of outcome measures and other variables; and planned data diagnostics and analytic strategy.

The journal also encourages the use of the 21-word statement, reporting (1) how the sample size was determined, (2) all data exclusions, (3) all manipulations, and (4) all study measures. See Simmons, Nelson, & Simonsohn (2012) for details; include the following statement in the method section:

• We report how we determined our sample size, all data exclusions (if any), all manipulations, and all measures in the study.

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

McCauley, S. M., & Christiansen, M. H. (2019). Language learning as language use: A cross-linguistic model of child language development. Psychological Review, 126(1), 1–51. https://doi.org/10.1037/rev0000126

Authored book

Brown, L. S. (2018). Feminist therapy (2nd ed.). American Psychological Association. https://doi.org/10.1037/0000092-000

Chapter in an edited book

Balsam, K. F., Martell, C. R., Jones. K. P., & Safren, S. A. (2019). Affirmative cognitive behavior therapy with sexual and gender minority people. In G. Y. Iwamasa & P. A. Hays (Eds.), Culturally responsive cognitive behavior therapy: Practice and supervision (2nd ed., pp. 287–314). American Psychological Association. https://doi.org/10.1037/0000119-012

Data set citation

Alegria, M., Jackson, J. S., Kessler, R. C., & Takeuchi, D. (2016). Collaborative Psychiatric Epidemiology Surveys (CPES), 2001–2003 [Data set]. Inter-university Consortium for Political and Social Research. https://doi.org/10.3886/ICPSR20240.v8

Software/Code citation

Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package.  Journal of Statistical Software, 36(3), 1–48. https://www.jstatsoft.org/v36/i03/

Wickham, H. et al., (2019). Welcome to the tidyverse. Journal of Open Source Software, 4(43), 1686, https://doi.org/10.21105/joss.01686

All data, program code and other methods must be cited in the text and listed in the references section.

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.

Figures

Preferred formats for graphics files are TIFF and JPG, and preferred format for vector-based files is EPS. Graphics downloaded or saved from web pages are not acceptable for publication. Multipanel figures (i.e., figures with parts labeled a, b, c, d, etc.) should be assembled into one file. When possible, please place symbol legends below the figure instead of to the side.

Resolution

• All color line art and halftones: 300 DPI
• Black and white line tone and gray halftone images: 600 DPI

Line weights

• Adobe Photoshop images
  • Color (RGB, CMYK) images: 2 pixels
  • Grayscale images: 4 pixels
• Adobe Illustrator Images
  • Stroke weight: 0.5 points

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

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.

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 materials

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.

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.

Educational impact and implications statement

Please submit a short statement of 2–3 sentences, entitled "Educational impact and implications statement." It should be inserted after the abstract on the revised manuscript file and should be written in plain English for the educated public. These statements should summarize the article's findings and why they are important. To be maximally useful, these statements should provide a bottom-line, take-home message that is accurate and easily understood. In addition, they should be able to be translated into media-appropriate statements for use in press releases and on social media (e.g., Twitter). Please refer to the Guidance for Translational Abstracts and Public Significance Statements page to help you write these statements.

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.

• Download Permissions Alert Form (PDF, 13KB)

Academic writing and English language editing services

Authors who feel that their manuscript may benefit from additional academic writing or language editing support prior to submission are encouraged to seek out such services at their host institutions, engage with colleagues and subject matter experts, and/or consider several vendors that offer discounts to APA authors. Please note that APA does not endorse or take responsibility for the service providers listed. It is strictly a referral service. Use of such service is not mandatory for publication in an APA journal. Use of one or more of these services does not guarantee selection for peer review, manuscript acceptance, or preference for publication in any APA journal.

Publication policies

For full details on publication policies, including use of Artificial Intelligence tools, please see APA Publishing 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).

• Download Full Disclosure of Interests Form (PDF, 41KB)

Ethical Principles

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

On occasion it may be appropriate to publish several reports referring to the same database. The author should inform the editor at the time of submission about all previously published or submitted reports and their relation to the current submission, so the editor can judge if the article represents a new contribution. Readers also should be informed; the text of an article should cite other reports that used the same sample (or a subsample) or the same data and methods.

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.

• Download Certification of Compliance With APA Ethical Principles Form (PDF, 26KB)

Other information

See APA’s Publishing Policies page for more information on publication policies, including information on author contributorship and responsibilities of authors, author name changes after publication, the use of generative artificial intelligence, funder information and conflict-of-interest disclosures, duplicate publication, data publication and reuse, and preprints.

Visit the Journals Publishing Resource Center for more resources for writing, reviewing, and editing articles for publishing in APA journals.

Editor

Panayiota Kendeou, PhD
University of Minnesota, United States

Associate editors

Olusola Adesope, PhD
Washington State University, United States

Daniel Ansari, PhD
The University of Western Ontario, Canada

Jason Anthony, PhD
University of South Florida, United States

Matthew L. Bernacki, PhD
University of North Carolina at Chapel Hill, United States

Rebecca Collie, PhD
University of New South Wales, Australia

Samuel Greiff, PhD
Technical University of Munich, Germany

Kalypso Iordanou, PhD
University of Central Lancashire Cyprus, Cyprus

Beth Kurtz-Costes, PhD
The University of North Carolina at Chapel Hill, United States

Alexandra List, PhD
Pennsylvania State University, United States

Doug Lombardi, PhD
University of Maryland, United States

Jamaal Matthews, PhD
University of Michigan, United States

Jeannette Mancilla-Martinez, EdD
Vanderbilt University, United States

Matthew T. McCrudden, PhD
Pennsylvania State University, United States

Kristen McMaster, PhD
University of Minnesota, Twin Cities, United States

Krista Muis, PhD
McGill University, Canada

Erika Patall, PhD
University of Southern California, United States

Tobias Richter, DPhil
Wurzburg University, Germany

Rod Roscoe, PhD
Arizona State University Polytechnic, United States

Sascha Schroeder, PhD
University of Göttingen, Germany

Haley Vlach, PhD
University of Wisconsin–Madison, United States

Editorial fellows

Ye Shen, PhD
University of South Florida, United States

Geetanjali Basarkod, PhD
Australian Catholic University, Australia

Florina Erbeli, PhD
Texas A&M University, United States

Yurou Wang, PhD
University of Alabama, United States

Anna Hawrot, PhD
Leibniz Institute for Educational Trajectories, Germany

Consulting editors

Charlotte Agger, PhD
Indiana University Bloomington, United States

Patricia A. Alexander, PhD
University of Maryland, United States

Laura Allen, PhD
University of Minnesota, United States

Ariel Aloe, PhD
University of Iowa, United States

Rui Alexandre Alves, PhD
University of Porto, Portugal

Eric M. Anderman, PhD
The Ohio State University, United States

David Aparisi, PhD
University of Alicante, Spain

Katrin Arens, PhD
Leibniz-Institut fur Bildungsforschung und Bildungsinformation, Germany

Shannon Audley, PhD
Smith College, United States

Christine L. Bae, PhD
Virginia Commonwealth University, United States

Drew Bailey, PhD
University of California Irvine, United States

Christina Barbieri, PhD
University of Delaware, United States

Marcia Barnes, PhD
Vanderbilt University, United States

Sarit Barzilai, PhD
University of Haifa, Israel

Adar Ben-Eliyahu, PhD
University of Haifa, Israel

Sebastian Bergold, PhD
TU Dortmund University, Germany

Catherine Bohn-Gettler, PhD
College of Saint Benedict/St. John's University, United States

Mimi Bong, PhD
Korea University, South Korea

Geoffrey D. Borman, PhD
University of Wisconsin–Madison, United States

Nigel Bosch, PhD
University of Illinois Urbana-Champaign, United States

Keiko Bostwick, PhD
University of New South Wales, Australia

Ryan P. Bowles, PhD
Michigan State University, United States

Jason Braasch, PhD
Georgia State University, United States

Lee Branum-Martin, PhD
Georgia State University, United States

Ivar Bråten, PhD
University of Oslo, Norway

Anne Britt, PhD
Northern Illinois, United States

Okan Bulut, PhD
University of Alberta, Canada

Irena Burić, PhD
University of Zadar, Croatia

Emma Burns, PhD
Macquarie University, Australia

Matthew Burns, PhD
University of Missouri, United States

Fabrizio Butera, PhD
University of Lausanne, Switzerland

Andrew Butler, PhD
Washington University in St. Louis, United States

Jeffrey Bye, PhD
California State University, Dominguez Hills , United States

Christy Byrd, PhD
North Carolina State University, United States

April Camping, PhD
SRSD Online, United States

Maria Carlo, PhD
University of South Florida, United States

Gina Cervetti, PhD
Michigan State University, United States

Jason A. Chen, PhD
College of William & Mary, United States

Yi-Ling Cheng, PhD
National Sun Yat-sen University , Taiwan

Chia-Yi Chiu, PhD
University of Minnesota, United States

Eunsoo Cho, PhD
Michigan State University, United States

Jason Chow, PhD
University of Maryland, United States

David Coker, EdD
University of Delaware, United States

Donald Compton, PhD
Florida State University, United States

Pierre Cormier, PhD
Université de Moncton, Canada

Jimena Cosso, PhD
University of Maryland at College Park, United States

Scotty D. Craig, PhD
Arizona State University, United States

Jennifer G. Cromley, PhD
University of Illinois at Urbana-Champaign, United States

Ting Dai, PhD
University of Illinois Chicago, United States

Samantha Daley, EdD
University of Rochester, United States

Lia Daniels, PhD
University of Alberta, Canada

Bert De Smedt, PhD
Katholieke Universiteit Leuven, Belgium

David DeLiema, PhD
University of Minnesota, United States

Denis Dumas, PhD
University of Georgia, United States

Alexa Ellis, PhD
University of Alabama, United States

Alyssa Emery, PhD
Iowa State University, United States

Logan Fiorella, PhD
University of Georgia, United States

Jill Fitzgerald, PhD
The University of North Carolina at Chapel Hill, United States

D. Jake Follmer, PhD
West Virginia University, United States

Carlton Fong, PhD
Texas State University, United States

Barbara R. Foorman, PhD
Florida State University, United States

David Francis, PhD
University of Houston, United States

Jan C. Frijters, PhD
Brock University, Canada

Lynn S. Fuchs, PhD
Vanderbilt University, United States

Emily R. Fyfe, PhD
Indiana University, United States

David Galbraith, MC
University of Southampton, United Kingdom

Dragan Gasevic, PhD
Monash University, Australia

Hunter Gehlbach, PhD
John Hopkins University, United States

Amy Gillespie Rouse, PhD
Southern Methodist University, United States

Susan R. Goldman, PhD
University of Illinois, Chicago, United States

Arthur Graesser, PhD
University of Memphis, United States

Steve Graham, PhD
Arizona State University, United States

DeLeon L. Gray, PhD
North Carolina State University, United States

Jeffrey Alan Greene, PhD
University of North Carolina at Chapel Hill, United States

John T. Guthrie, PhD
University of Maryland College Park, United States

Antonio P. Gutierrez de Blume, PhD
Georgia Southern University, United States

Peter Halpin, PhD
University of North Carolina at Chapel Hill, United States

Karen R. Harris, EdD
Arizona State University, United States

Courtney Hattan, PhD
University of North Carolina at Chapel Hill, United States

Michael A. Hebert, PhD
University of California Irvine, United States

Paul R. Hernandez, PhD
Texas A&M University, United States

Flaviu Adrian Hodis, PhD
Victoria University of Wellington, New Zealand

Michelle Hurst, PhD
Rutgers University, United States

HyeJin Hwang, PhD
University of Minnesota, United States

Thormod Idsøe, PhD
University of Oslo, Norway

Allison Jaeger, PhD
Mississippi State University, United States

Marcus Johnson, PhD
University of Cincinnati, United States

Martin H. Jones, PhD
University College Cork, Ireland
Nancy C. Jordan, EdD
University of Delaware, United States

Johanna Kaakinen, PhD
University of Turku, Finland

Avi Kaplan, PhD
Temple University, United States

Sihui (Echo) Ke, PhD
University of Kentucky, United States

Michael Kieffer, EdD
New York University, United States

Carita Kiili, PhD
Tampere University, Finland

Jessica Kilday, PhD
University of Missouri, United States

Nana Kim, PhD
University of Minnesota, United States

Yeo-eun Kim, PhD
Florida State University, United States

Young-Suk Kim, PhD
University of California Irvine, United States

Robert M. Klassen, PhD
University of York, United Kingdom

Thilo Kleickmann, PhD
Kiel University, Germany

Uta Klusmann, PhD
Kiel University, Germany

Alison C. Koenka, PhD
The University of Oklahoma, United States

Shelbi Kuhlmann, PhD
University of Memphis, United States

Paulina Kulesz, PhD
University of Houston, United States

Revathy Kumar, PhD
University of Toledo, United States

Karin Landerl, PhD
University of Graz, Austria

Nicole Landi, PhD
University of Connecticut, United States

Nathan Lau, PhD
University of Western Ontario, Canada

Fani Lauermann, PhD
Technische Univeristät Dortmund, Germany

Rebecca Lazarides, PhD
University of Potsdam, Germany

Pui-Wa Lei, PhD
Pennsylvania State University, United States

Erica Lembke, PhD
University of Missouri, Columbia, United States

Xiaodong Lin, PhD
Columbia University, United States

Tzu-Jung Lin, PhD
The Ohio State University, United States

Lisa Linnenbrink- Garcia, PhD
Michigan State University, United States

Pei Pei Liu, PhD
Colby College, United States

Nikki Lobczowski, PhD
McGill University, Canada

Jessica Logan, PhD
Vanderbilt University, United States

Francesca Lopez, PhD
Pennsylvania State University, United States

Nigel Mantou Lou, PhD
University of Victoria, Canada

Oliver Lüdtke, PhD
Leibniz Institute for Science and Mathematics Education, Germany

Marko  Lüftenegger, PhD
University of Vienna, Austria

Wenchao Ma, PhD
University of Minnesota, United States

Joseph P. Magliano, PhD
Georgia State University, United States

Scott Marley, PhD
Arizona State University, United States

Jacob M. Marszalek, PhD
University of Missouri–Kansas City, United States

Andrew J. Martin, PhD
University of New South Wales, Australia

Lucia Mason, PhD
Padova University, Italy

Richard E. Mayer, PhD
University of California, Santa Barbara, United States

Catherine McBride, PhD
Purdue University, United States

Kathryn McCarthy, PhD
Georgia State University, United States

Leigh McLean, PhD
University of Delaware, United States

Alan Meca, PhD
University of Texas at San Antonio, United States

David Miele, PhD
Boston College, United States

Caitlin Mills, PhD
University of Minnesota, United States

Katherine Muenks, PhD
University of Texas at Austin, United States

David Munez, PhD
Nanyang Technological University, Singapore

P. Karen Murphy, PhD
Pennsylvania State University, United States

Benjamin Nagengast, PhD
University of Tübingen, Germany

Johannes Naumann, PhD
University of Wuppertal, Germany

Kristie J. Newton, PhD
Temple University, United States

Tuan D. Nguyen, PhD
Kansas State University, United States

Christoph Niepel, PhD
University of Luxembourg, Luxembourg

E. Michael Nussbaum, PhD
University of Nevada, Las Vegas, United States

Fred Paas, PhD
Erasmus University Rotterdam & University of Wollongong, the Netherlands

Eija Pakarinen, PhD
University of Jyväskylä, Finland

Steven Pan, PhD
National University of Singapore, Singapore

Reinhard Pekrun, PhD
University of Munich, Germany

Peng Peng, PhD
University of Texas at Austin, United States

Tony Perez, PhD
Old Dominion University, United States

Yaacov Petscher, PhD
Florida State University, United States

Stephen Peverly, PhD
Columbia University, United States

Emily Phillips Galloway, EdD
Vanderbilt University, United States

Shayne Piasta, PhD
The Ohio State University, United States

Patrick Proctor, EdD
Boston College, United States

Karen E. Rambo-Hernandez, PhD
Texas A&M University, United States

Martina Rau, PhD
University of Wisconsin–Madison, United States

Jenni Redifer, PhD
Western Kentucky University, United States

Jackie Relyea, PhD
North Carolina State University, United States

Gert Rijlaarsdam, PhD
University of Amsterdam, the Netherlands

Greg Roberts, PhD
University of Texas at Austin, United States

Kristy A. Robinson, PhD
McGill University, Canada

Julian Roelle, PhD
Ruhr University Bochum, Germany

Emily Rosenzweig, PhD
University of Georgia, United States

Cary Roseth, PhD
Michigan State University, United States

Teya Rutherford, PhD
University of Delaware, United States

John Sabatini, PhD
University of Memphis, United States

Lalo Salmerón, PhD
University of Valencia, Spain

Tanya Santangelo, PhD
Arcadia University, United States

Chris Schatschneider, PhD
Florida State University, United States

Katharina Scheiter, PhD
Leibniz-Institut für Wissensmedien, Germany

Jennifer A. Schmidt, PhD
Michigan State University, United States

Dale H. Schunk, PhD
University of North Carolina at Greensboro, United States

Corwin Senko, PhD
State University of New York at New Paltz, United States

Priti Shah, PhD
University of Michigan, United States

Leonie Sibley, PhD
University of Education Zurich, Switzerland

Gale M. Sinatra, PhD
University of Southern California, United States

Olivenne Skinner, PhD
Wayne State University, United States

Benjamin Solomon, PhD
University at Albany, United States

Susan Sonnenschein, PhD
University of Maryland, Baltimore County, United States

Jörn Sparfeledt, PhD
University of Saarbrucken, Germany

Elsbeth Stern, PhD
Eidgenössische Technische Hochschule Zürich, Switzerland

H. Lee Swanson, PhD
University of New Mexico, United States

Ian Thacker, PhD
University of Texas–San Antonio, United States

Keith William Thiede, PhD
Boise State University, United States

Theresa A. Thorkildsen, PhD
University of Illinois Chicago, United States

Minna Torppa, PhD
University of Jyväskylä, Finland

Laura Tortorelli, PhD
Michigan State University, United States

Gregory Trevors, PhD
University of Southern Carolina, United States

Adrea Truckenmiller, PhD
Michigan State University, United States

Yuuko Uchikoshi, EdD
University of California, Davis, United States

Timothy L. Urdan, PhD
Santa Clara University, United States

Ellen L. Usher, PhD
Mayo Clinic College of Medicine and Science, United States

Keisha Varma, PhD
University of Minnesota, United States

Regina Vollmeyer, PhD
Goethe-Universität, Germany

Vanessa Vongkulluksn, PhD
University of Las Vegas–Nevada, United States

Zhenhong Wang, PhD
Shaanxi Normal University, China

Zhe Wang, PhD
Texas A&M University, United States

Jeanne Wansek, PhD
Vanderbilt University, United States

Christopher A. Was, PhD
Kent State University, United States

Kay Wijekumar, PhD
University of Texas, United States

Jeffrey Williams, PhD
University of South Florida, United States

Joanna P. Williams, PhD
Columbia University, United States

Joshua Wilson, PhD
University of Delaware, United States

Phillip H. Winne, PhD
Simon Fraser University, Canada

Kui Xie, PhD
Michigan State University, United States

Matthew Zajic, PhD
Columbia University, United States

Christoph Zangger, PhD
University of Bern, Switzerland

Allison Zengilowski, PhD
Lehigh University, United States

Cristina D. Zepeda, PhD
Vanderbilt University, United States

Haomin (Stanley) Zhang, PhD
East China Normal University, China

Li-Fang Zhang, PhD
The University of Hong Kong, Hong Kong

Steffen Zitzmann, PhD
Eberhard Karls Universitat Tubingen, Germany

Sharon Zumbrunn, PhD
Virginia Commonwealth University, United States

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• Leveraging Learning Theory and Analytics to Produce Grounded, Innovative, Data-Driven, Equitable Improvements to Teaching and Learning:

  Journal of Educational Psychology special issue that illustrates the advancements to educational theory and practice.

Transparency and Openness Promotion

APA endorses the Transparency and Openness Promotion (TOP) Guidelines by a community working group in conjunction with the Center for Open Science (Nosek et al. 2015). The TOP Guidelines cover eight fundamental aspects of research planning and reporting that can be followed by journals and authors at three levels of compliance.

For example:

• Level 1: Disclosure—The article must disclose whether or not the materials are posted to a trusted repository.
• Level 2: Requirement—The article must share materials via a trusted repository when legally and ethically permitted (or disclose the legal and/or ethical restriction when not permitted).
• Level 3: Verification—A third party must verify that the standard is met.

As outlined in Dr. Panayiota Kendeou's inaugural editorial (Kendeou, 2021), empirical research, including meta-analyses, submitted to the Journal of Educational Psychology must, at a minimum, meet Level 1 (Disclosure) for all eight aspects of research planning and reporting. Authors should include a subsection in their methods description titled “Transparency and openness.” This subsection should detail the efforts the authors have made to comply with the TOP guidelines.

The list below summarizes the minimal TOP requirements of the journal. Please refer to the Center for Open Science TOP guidelines for details, and contact the editor (Panayiota Kendeou, PhD) with any further questions. APA recommends sharing data, materials, and code via trusted repositories (e.g., APA’s repository on the Open Science Framework (OSF)). Trusted repositories adhere to policies that make data discoverable, accessible, usable, and preserved for the long term. Trusted repositories also assign unique and persistent identifiers.

We encourage investigators to preregister their studies and to share protocols and analysis plans prior to conducting the research. There are many available preregistration forms (e.g., the APA Preregistration for Quantitative Research in Psychology template, ClininalTrials.gov, or other preregistration templates available via OSF). Completed preregistration forms should be posted on a publicly accessible registry system (e.g., OSF, ClinicalTrials.gov, or other trial registries in the WHO Registry Network).

A list of participating journals is also available from APA.

The following list presents the eight fundamental aspects of research planning and reporting, the TOP level required by the Journal of Educational Psychology, and a brief description of the journal's policy.

• Citation: Level 1, Disclosure—All data, program code, and other methods developed by others should be cited in the text and listed in the references section.
• Data Transparency: Level 1, Disclosure—Article states whether the raw and/or processed data on which study conclusions are based are posted to a trusted repository and, if so, how to access them.
• Analytic Methods (Code) Transparency: Level 1, Disclosure—Article states whether computer code or syntax needed to reproduce analyses in an article is posted to a trusted repository and, if so, how to access it.
• Research Materials Transparency: Level 1, Disclosure—Article states whether materials described in the method section are posted to a trusted repository and, if so, how to access them.
• Design and Analysis Transparency (Reporting Standards): Level 1, Disclosure—The journal encourages the use of APA Style Journal Article Reporting Standards ([JARS-Quant, JARS-Qual, and/or MARS]). The journal also encourages the use of the 21-word statement, reporting 1) how the sample size was determined, 2) all data exclusions, 3) all manipulations, and 4) all study measures. See Simmons, Nelson, & Simonsohn (2012) for details.
• Study Preregistration: Level 1, Disclosure—Article states whether the study design and (if applicable) hypotheses of any of the work reported was preregistered and, if so, how to access it. Authors may submit a masked copy via stable link or supplemental material or may provide a link after acceptance.
• Analysis Plan Preregistration: Level 1, Disclosure—Article states whether any of the work reported preregistered an analysis plan and, if so, how to access it. Authors may submit a masked copy via stable link or supplemental material or may provide a link after acceptance.
• Replication: Level 1, Disclosure—The journal publishes replications.

Other open science initiatives

• Open Science badges: Offered
• Public significance statements: Offered
• Author contribution statements using CRediT: Offered
• Registered Reports: Published
• Replications: Published

Explore open science at APA .

Inclusive study designs

• Registered Reports

Definitions and further details on inclusive study designs are available on the Journals EDI homepage.

Inclusive reporting standards

• Bias-free language and community-driven language guidelines (required)
• Author contribution roles using CRediT (required)
• Data sharing and data availability statements (required)
• Impact statements (required)
• Participant sample descriptions (required)

More information on this journal’s reporting standards is listed under the submission guidelines tab.

Pathways to authorship and editorship

Principal reviewer board

This journal offers a principal reviewer board for early career researchers.

Other EDI offerings

Masked peer review

This journal offers masked peer review (where both the authors’ and reviewers’ identities are not known to the other). Research has shown that masked peer review can help reduce implicit bias against traditionally female names or early-career scientists with smaller publication records (Budden et al., 2008; Darling, 2015).

Announcements

• Call for editorial fellow nominations
• Call for editor nominations
• Inaugural editorial: Enhancing research excellence through diversity and transparency by Editor Panayiota Kendeou, PhD

Editor Spotlight

• Read an interview with Editor Panayiota Kendeou, PhD

From APA Journals Article Spotlight^®

• Can learning science help children learn to read?
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• How to group students into classrooms to increase overall learning