Academic Journal
Q1Educational and Developmental Psychologist
About Educational and Developmental Psychologist
About Educational and Developmental Psychologist
Educational and Developmental Psychologist is a peer-reviewed scholarly journal published by Routledge (United Kingdom). It focuses on Q1. Publication coverage spans 2016-2026.
Key indicators: ISSN 2059-0784, 2059-0776; H-index 27; Impact Factor 1.9.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
- H-index (27): 27 articles have each received at least 27 citations, indicating growing recognition.
- Impact Factor (1.9): Average citations per recent article. Interpret alongside field-specific citation norms.
Publishing in Educational and Developmental Psychologist
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- Scope fit: Confirm your research aligns with Q1. Off-scope manuscripts are typically desk-rejected quickly.
- Author guidelines: Follow formatting, reference style, and article-type requirements exactly — non-compliant manuscripts may be returned without review.
- Submission: Submit via the official journal website.
Is This Journal Right for Your Paper?
- Audience match: Will the journal's readers cite and build on your findings?
- Timeline: Higher-tier journals mean longer review and higher rejection risk. Balance prestige against your schedule.
- Indexing: Confirm indexing in Web of Science, Scopus, and PubMed (if biomedical) meets your institutional requirements.
- Open access needs: Check funder mandates and whether the journal offers compliant OA options.
Frequently Asked Questions
What is the ISSN of Educational and Developmental Psychologist?
2059-0784, 2059-0776.
Who publishes Educational and Developmental Psychologist?
Routledge.
What are Educational and Developmental Psychologist's metrics?
Impact Factor 1.9; H-index 27.
Where do I submit to Educational and Developmental Psychologist?
Via the official website.
Is Educational and Developmental Psychologist peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Verified field sources
- Journal Impact Factor: 1.9 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
- Impact Factor year: 2025 — Official source; checked 2026-10-03. Publisher-reported Journal Impact Factor and year from Taylor & Francis About this journal information.
Source-backed journal facts
Topics in published research
Child and Adolescent Psychosocial and Emotional Development; Early Childhood Education and Development; Educational and Psychological Assessments; Family and Disability Support Research; Resilience and Mental Health; Reading and Literacy Development.
OpenAlex classifies topics from published works. These topics are not the publisher’s official aims and scope.
Source: OpenAlex source record. Retrieved 2026-10-03. Source record updated 2026-10-02. OpenAlex metrics are different from SCImago metrics and the Clarivate Journal Impact Factor.
Journal Metrics
Quartile, SJR and the listed SCImago H-index use the 2025 imported SCImago dataset. A quartile may vary by subject category. Values without a source or reporting year are unverified historical entries. Verify the current Journal Impact Factor with Clarivate or the publisher before using it.
Aims & Scope
The publisher’s official aims and scope have not yet been verified for this profile. Use the journal website to check subject fit and accepted article types before submitting.
Recent Research Articles
Latest publications matched automatically by ISSN.
Differential associations of excellencism and perfectionism with mental health outcomes among licensure examinees
Renz Louis T. Montano, Jan Patrick G. Gutierrez
2026-10-12 · DOI: 10.1080/20590776.2026.2747628From micro to macro: an ecological model of test anxiety in a large-scale assessment
Onur Ramazan, Robert W. Danielson, Shenghai Dai, Chad M. Gotch et al.
2026-10-11 · DOI: 10.1080/20590776.2026.2743614Adolescents and emerging adults with non-suicidal self-injury: forgiveness viewed from Enright’s theory
Tesa Lolia Mita, Rizky Pradita Manafe, Jeng Mun Sam, Indra Yohanes Kiling et al.
2026-10-11 · DOI: 10.1080/20590776.2026.2743533The challenges of mainstream elementary school for autistic children: a synthesis of qualitative views from teacher’s perspective
Genta Kulari, Sandra Figueiredo
2026-10-04 · DOI: 10.1080/20590776.2026.2736464Perceived help-seeking climate in college: scale development and validation
Pedram Zarei, Carlton J. Fong
2026-08-10 · DOI: 10.1080/20590776.2026.2713507When family and school interact: response surface analysis reveals independent, compensatory and motivational pathways to children and adolescents’ prosociality in China
Shun Peng, Xia Wang, Zijian Zhang, Junhua Dang et al.
2026-08-09 · DOI: 10.1080/20590776.2026.2693465The climate change challenge: children’s narratives about climate change topics
Virginia Lam, Wolfgang Mann, Eva Eppler, Helen Cheng et al.
2026-08-03 · DOI: 10.1080/20590776.2026.2708746Writing bias and AI, an equity tool in scholarly publishing, for now
Kelly-Ann Allen
2026-08-03 · DOI: 10.1080/20590776.2026.2711452Professional preparation of teachers to form foreign language culture as a condition of socialisation of schoolchildren
Lyazzat Myrzakhmet, Aizhan Sapargaliyeva, Gulim Shukenai, Zhadra Zhexembayeva et al.
2026-07-30 · DOI: 10.1080/20590776.2026.2708692Applying cognitive load theory to special education: a reconceptualisation through evolutionary psychology
Kean Poon, John Sweller
2026-07-30 · DOI: 10.1080/20590776.2026.2698717Cognitive distraction in the digital age: effects of short-form video on students’ academic attention
Reshma B, Jayashree Sapra, A. N. Soujanya
2026-07-29 · DOI: 10.1080/20590776.2026.2696356Attitudes towards artificial intelligence and teachers’ occupational stress and self-efficacy: the mediating roles of resilience and satisfaction with life
Mehmet Sıddık Vangölü, Fırat Ünsal, Zafer Korkmaz, İlhan Çiçek et al.
2026-07-27 · DOI: 10.1080/20590776.2026.2696359How latent personality profiles shape student engagement with artificial intelligence from a facet-level five-factor model analysis
Qi Xia, Runjie Jiang, Xiaojing Weng, Thomas K.F. Chiu et al.
2026-07-27 · DOI: 10.1080/20590776.2026.2708689The phantom vibration syndrome: fear of missing out, digital attention bias, digital attachment, and mindfulness in predicting false mobile sensations
Prince Addai
2026-07-02 · DOI: 10.1080/20590776.2026.2696362Still logged in? Self-forgiveness is linked to lower fear of missing out (FoMO) only at lower levels
Sebastian Binyamin Skalski-Bednarz, Loren L. Toussaint, Patrycja Uram, Paweł Atroszko et al.
2026-06-29 · DOI: 10.1080/20590776.2026.2693487Emotional intelligence and career maturity in high school students: a sequential mediation model
Huiting Zhou, Siying Li, Yonglong Tang, Jie Chen et al.
2026-06-28 · DOI: 10.1080/20590776.2026.2693479Perfectionism and excellencism in post-secondary students: distinguishing their associations with adaptability and motivation
Philip-Antoine Donaldson, Thomas L. D. Boivin, Patrick Gaudreau
2026-07-03 · DOI: 10.1080/20590776.2026.2682173From behaviour management to behaviour education: a call for systemic change in Australian schools
Erin Leif, Bernii Godwin
2026-07-03 · DOI: 10.1080/20590776.2026.2676218Cognitive flexibility and career decision efficacy as predictors of academic procrastination: the buffer role of self-esteem and socioeconomic status
Orhan Koçak, Ersin Kavi, Yavuz Aslan, Osman Yanık et al.
2026-07-03 · DOI: 10.1080/20590776.2026.2675286Reconsidering developmental assessment in diverse contexts: towards more inclusive and context-sensitive approaches
Supianto
2026-07-03 · DOI: 10.1080/20590776.2026.2675681Reviews
Community Reviews
Version History
October 9, 2026 at 8:59 pm
October 2, 2026