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Journal Photo for Journal of Educational Psychology
Peer reviewed only Open Access

Journal of Educational Psychology (JEP)

Publisher : American Psychological Association
Education Educational Psychology Developmental
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e-ISSN 1939-2176
p-ISSN 0022-0663
Issue Frequency Monthly
Impact Factor 5.6
Est. Year 2025
Mobile 8003742721
Country United States
Language English
APC YES
Impact Factor Assignee Google Scholar
Email ZNazarei@apa.org

Journal Descriptions

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 meta-analysis 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 (JEP) is :-

  • International, Peer-Reviewed, Open Access, Refereed, Education, Educational Psychology, Developmental , Online or Print , Monthly Journal

  • UGC Approved, ISSN Approved: P-ISSN P-ISSN: 0022-0663, E-ISSN: 1939-2176, Established: 2025, Impact Factor: 5.6
  • Does Not Provide Crossref DOI

  • Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE

Indexing

Publications of JEP

Effect of grade retention in first grade on psychosocial outcomes.
Stephen G. West March, 2010
In a 4-year longitudinal study, the authors investigated effects of retention in first grade on children's externalizing and internalizing behaviors; social acceptance; and behavioral, cogni...
Effect of retention in first grade on children's achievement trajectories over 4 years: A piecewise growth analysis using propensity score matching
Stephen G. West March, 2008
The authors investigated the relatively short-term and longer term effects of grade retention in 1st grade on the growth of mathematics and reading achievement over 4 years. The authors init...
Effect of early grade retention on school completion: A prospective study
Stephen G. West March, 2018
This 14-year prospective study investigated the effect of retention in Grades 1–5 on high school completion (diploma, GED, or drop out). Participants were 734 (52.7% males) ethnically dive...
Trajectories of math and reading achievement in low-achieving children in elementary school: Effects of early and later retention in grade
Stephen G. West August, 2012
This study investigated the effects of retention or promotion in 1st grade on growth trajectories in mathematics and reading achievement over the elementary school years (Grades 1–5). From...