Contemporary Educational Psychology

Contemporary Educational Psychology publishes empirical research from around the globe that substantively advances, extends, or re-envisions the ongoing discourse in educational psychology research and practice. Publishable manuscripts must be grounded in a rich, inclusive theoretical and empirical framework that gives way to critical and timely questions facing educational psychology. Further, general and specific questions should be closely linked to the selected methodological approach and authors should include actionable implications for education research and practice. In all cases, accepted manuscripts will advance cutting edge theoretical and methodological perspectives that address critical and timely education questions.

The journal welcomes rigorously conducted qualitative, quantitative, and mixed-methods contemporary empirical research within educational psychology. The journal also aims to publish research that employs participant samples representative of the intended population and engaged in authentic teaching or learning contexts, through either formal or informal settings. The journal highly encourages empirical research that exemplifies values of diversity, equity, and inclusion within education.

In addition to novel, empirical studies rooted in primary data or data sources, submissions may include:

• Purposeful replication studies designed to extend our understanding of fundamental relationships or processes,

• Measurement or validation studies that include a second, related empirical study that aligns with the editorial goals outlined above,

• Meta-analyses that have clear implications for teaching and learning, and

• Self-report studies involving novel respondents, methodologies, and/or situated in unique contexts.