Academic Journal
Quartile not availableThe Journal of Educational Research
About The Journal of Educational Research
About The Journal of Educational Research
The Journal of Educational Research is a peer-reviewed scholarly journal published by Taylor & Francis.
Key indicators: ISSN 00220671, 19400675.
Understanding This Journal's Metrics
Journal metrics help researchers assess fit, but they must be interpreted in context:
Publishing in The Journal of Educational Research
When considering this journal, verify its current indexing status, editorial board, and recent publications to ensure it meets your needs for visibility and credibility.
- 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 The Journal of Educational Research?
00220671, 19400675.
Who publishes The Journal of Educational Research?
Taylor & Francis.
Where do I submit to The Journal of Educational Research?
Via the official website.
Is The Journal of Educational Research peer-reviewed?
Yes — it is a peer-reviewed scholarly journal indexed in major academic databases.
Journal Metrics
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.
Motivation, emotional intelligence, and parental support predict learning outcomes in elementary students
Mochamad Guntur, Hilda Safitri, Sri Cania, Ninda Sindi Indriyani et al.
2026-10-12 · DOI: 10.1080/00220671.2026.2744971Digital platforms and innovative models in advancing biology education outcomes
Uus Toharudin, Iwan Setia Kurniawan
2026-10-12 · DOI: 10.1080/00220671.2026.2744982Effects of board game-based instruction on mathematics achievement and retention
K. A. Uskun, O. Cil
2026-10-08 · DOI: 10.1080/00220671.2026.2740056Computerized dynamic grammar assessment: A developmental and diagnostic approach to grammar assessment
Sajad Velayati, Nouroddin Yousofi, Saman Ebadi
2026-10-03 · DOI: 10.1080/00220671.2026.2738675Generative AI feedback and creative revision in seventh-grade mathematical problem posing
Mehmet Koray Serin, İbrahim Kepceoğlu
2026-09-23 · DOI: 10.1080/00220671.2026.2735824Selective problem solving and middle school students’ contextual mathematical task performance
Aysun İpekoğlu, İbrahim Kepceoğlu
2026-09-23 · DOI: 10.1080/00220671.2026.2735825Information and educational environment as a tool for developing students’ cognitive activity in Biology lessons
Aray Dossan, Bolat Yessimov
2026-09-07 · DOI: 10.1080/00220671.2026.2724450How the flipped classroom affects achievement, homework motivation, participation in classroom activities, and parental role in third-grade mathematics: A mixed-methods study
Nesibe Ağırman, M. Hanif i Ercoşkun
2026-08-23 · DOI: 10.1080/00220671.2026.2714398Effects of the iterative TIMS framework on conceptual understanding and scientific practices in Grade 11 physics
Mohit Kotnala
2026-08-23 · DOI: 10.1080/00220671.2026.2717547Primary school students’ perceived effectiveness of study strategies
Fieke H. A. Ophuis-Cox, Leen Catrysse, Gino Camp
2026-08-23 · DOI: 10.1080/00220671.2026.2708845Self-compassion shapes adoption of a motivating teaching style: The mediation of cognitive reappraisal
Angelica Moè
2026-08-19 · DOI: 10.1080/00220671.2026.2714355Exploring the relationship between a structured, embodied analogy and students’ conceptual understanding in science
A. Hachmi, M. EL Hadi, R. Essaadaoui, A. Ouariach et al.
2026-08-17 · DOI: 10.1080/00220671.2026.2707169The effect of Siemens’ communicative instructional design model on students’ academic engagement in an English blended learning environment
Hadiseh Sadeghpour Mahabadi, Hossein Moradimokhles, Mahmood Yenkimaleki
2026-08-17 · DOI: 10.1080/00220671.2026.2714382Lighting the spark: How LLMs empower underprivileged Chinese high school students to reimagine EFL writing
Xinyu Ma, Deliang Wang, Gaowei Chen
2026-08-12 · DOI: 10.1080/00220671.2026.2710208A prior knowledge diagnosis-driven AECN framework for enhancing synchronous online active learning
Ming Gao, Yuqi Dong, Huilun Zhang, Rongjin Wu et al.
2026-08-10 · DOI: 10.1080/00220671.2026.2714389Latent profiles of mathematics anxiety in gifted middle school students
Seda Yonar Uğurlu, İlknur Gülşen Turgut
2026-11-02 · DOI: 10.1080/00220671.2026.2714378Effects of design thinking on transdisciplinary thinking and academic resilience in biology
Joelash R. Honra
2026-08-10 · DOI: 10.1080/00220671.2026.2714407Use of information and communication technologies by primary school teachers
Aynagul Boobekova, Nurgul Kaparova, Aymonchok Toktosunova, Minabar Shayimkulova et al.
2026-08-10 · DOI: 10.1080/00220671.2026.2714376Structural relationships among number sense performance, fraction and decimal understanding, and mathematics achievement: Evidence from sixth-grade students in Türkiye
Osman Birgin, Elif Seval Peker
2026-08-04 · DOI: 10.1080/00220671.2026.2707170Examining teachers’ enactments of a cognitively-demanding mathematics task in fourth grade classrooms
Drew Polly
2026-08-03 · DOI: 10.1080/00220671.2026.2708917Reviews
Community Reviews
Version History
October 10, 2026 at 6:04 pm
October 9, 2026