Journals in Developmental and educational psychology
Journals in Developmental and educational psychology
Children and Youth Services Review
An International Multidisciplinary Review of the Welfare of Young People. See also Elsevier Educational Research Programme home.Children and Youth Services Review is an international, multidisciplinary journal that focuses on disadvantaged or otherwise vulnerable children, young people, families and the systems designed to support them. The journal provides a forum for rigorous scholarship relevant to policies, interventions, programs and services intended to improve well-being. We invite original scholarly works including empirical research, methodological developments, theoretical perspectives, and practice and policy assessments related to services that address individual and societal factors that negatively affect the welfare of children, youth, and young adults ages 0 to 25 and their families. Submissions that acknowledge and engage with issues of racial equity and social justice in research design, intervention design, service delivery and outcomes are strongly encouraged.A host of substantive domains relevant to the welfare of youth, young adults, and their families will be considered. These domains include but are not limited to all forms of child maltreatment, exposure to violence, protective care, youth justice, poverty alleviation, educational disadvantage, community environments, peer relationships, distressed family dynamics and social-emotional wellbeing. We welcome submissions from disciplines such as social work, education, law, medicine, psychology, public health, public policy, sociology, and allied disciplines.- ISSN: 0190-7409
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,Measuremen... 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, andSelf-report studies involving novel respondents, methodologies, and/or situated in unique contexts.- ISSN: 0361-476X
Infant Behavior and Development
An International & Interdisciplinary JournalInfant Behavior & Development is an international and interdisciplinary journal, publishing high-quality work on infancy (prenatal to 36 months of age) in the areas of cognitive development, emotional development, perception, perception-action coupling, prenatal development, motor development, and socialization using a variety of methodologies (e.g., behavioral, physiological, computational). Research following up children beyond 36 months may be appropriate, as long as the main focus is on behavior and development in infancy (0-36 months). Article formats include empirical reports, theoretical and methodological reports, brief reports, and reviews. Authors may submit completed manuscripts, Registered Reports, or Results Masked Review articles; please see the Guide for Authors for further details.Disseminatio... to a general audienceIn collaboration with the Child and Family Blog, some authors are invited to prepare pieces stemming from their articles published in the journal.- ISSN: 0163-6383
Journal of Contextual Behavioral Science
The Journal of Contextual Behavioral Science is the official journal of the Association for Contextual Behavioral Science (ACBS).Contextual Behavioral Science is a systematic and pragmatic approach to the understanding of behavior, the solution of human problems, and the promotion of human growth and development. Contextual Behavioral Science uses functional principles and theories to analyze and modify action embedded in its historical and situational context. The goal is to predict and influence behavior, with precision, scope, and depth, across all behavioral domains and all levels of analysis, so as to help create a behavioral science that is more adequate to the challenge of the human condition.Contextual behavioral science is a strategic approach to the analysis of human behavior that proposes the need for a multi-level (e.g. social factors, neurological factors, behavioral factors) and multi-method (e.g., time series analyses, cross-sectional, experimental) exploration of contextual and manipulable variables relevant to the prediction and influence of human behavior.The journal considers papers relevant to a contextual behavioral approach including:Empirical studies (without topical restriction - e.g., clinical psychology, psychopathology, education, organizational psychology, etc.)Brief reports on preliminary, but still impactful findings (e.g., pilot studies, cross-sectional research on psychological flexibility processes)Reviews (e.g., scoping reviews, systematic reviews, meta-analyses)Concep... and philosophical papers on contextual behavioral sciencePractical innovations (descriptions of practical innovation applying contextual behavioral science)Commentaries... reportsWe are particularly interested in:Papers that examine theories and interventions based in CBS (e.g., process-based therapy, acceptance & commitment therapy, relational frame theory, functional analytic psychotherapy, compassion-focused therapy, etc...) to novel research areas with rigorous methodologies. We currently are especially interested in increasing the number of published articles on basic CBS research and translational research.Papers bridging different approaches (e.g., connecting behavioral approaches with cognitive views; or neurocognitive psychology; or evolutionary science)Papers that challenge a contextual behavioral science approach from an informed perspectivePapers that are written from the perspective of and/or report data collected from diverse, underrepresented, and minoritized individuals.The journal welcomes papers written by researchers, practitioners, and theoreticians from different intellectual traditions. What is distinctive is not a narrowly defined theory or set of applied methods but whether the methodology, conceptualization, or strategy employed is relevant to a contextual behavioral approach.JCBS has been receiving an increasing number of submissions that compete for limited space for publication. A notable portion of submissions to JCBS are cross-sectional survey studies on psychological flexibility-related processes (e.g., validating these measures, testing their relation to mental health and related outcomes). In order to balance research on these topics with other important methodologies and research areas of CBS, we are unfortunately only able to accept especially innovative and rigorous research using cross-sectional survey designs, and typically only when submitted as a brief report.Special IssuesThe Journal welcomes suggestions for Special Issues. Proposals for a themed Special Issue should be sent to the Editor-in-Chief, Baljinder K. Sahdra at baljinder.sahdra@acu... and should include suggested Executive, Advisory or Guest Editors, a proposed call-for-papers, 6-10 provisional authors and topics (specific titles or general areas), a proposed timeline for submission, peer-reviewing, revision and publication. All manuscripts in a special issue will be subject to the normal process of peer-review.- ISSN: 2212-1447
Computers in Human Behavior
Computers in Human Behavior is a scholarly journal dedicated to examining the use of computers from a psychological perspective. Original theoretical works, research reports, literature reviews, software reviews, book reviews and announcements are published. The journal addresses both the use of computers in psychology, psychiatry and related disciplines as well as the psychological impact of computer use on individuals, groups and society. The former category includes articles exploring the use of computers for professional practice, training, research and theory development. The latter category includes articles dealing with the psychological effects of computers on phenomena such as human development, learning, cognition, personality, and social interactions. The journal addresses human interactions with computers, not computers per se. The computer is discussed only as a medium through which human behaviors are shaped and expressed. The primary message of most articles involves information about human behavior. Therefore, professionals with an interest in the psychological aspects of computer use, but with limited knowledge of computers, will find this journal of interest.- ISSN: 0747-5632
Journal of School Psychology
The Journal of the Society for the Study of School Psychology (SSSP)The Journal of School Psychology (JSP) publishes original empirical articles and critical reviews of the literature on research and practices relevant to school settings across the full range of methodologies that address culture, context, and quality standards (e.g., race, ethnicity, and culture; qualitative, quantitative). JSP presents research that advances the science and practice of school psychology on intervention mechanisms and approaches; prevention and implementation; schooling effects on the development of social, cognitive, mental health, academic, and achievement outcomes; assessment; consultation; and social justice as a process and outcome. JSP emphasizes strengths-based perspectives of populations, multiple and interconnected ecologies (e.g., home, school, community) within which children learn and develop, research that actively and authentically involves school professionals, families, and community members; integration of critical theories; and author positionality in research. JSP focuses on writing that is inclusive and empowering, equity-centered, and anti-racist. Research conducted within and across countries throughout the world is welcome.The Editorial office of JSP may be contacted at: Andy Garbacz, University of Wisconsin-Madison, Department of Educational Psychology, Madison, Wisconsin, United States of American, 53706. Email: [email protected]...- ISSN: 0022-4405
Developmental Review
Developmental Review: Perspectives in Behavior and Cognition publishes authoritative, integrative, and innovative reviews and theoretical syntheses that advance understanding of human development across the lifespan. Serving researchers, educators, clinicians, and policy makers, the journal provides a leading forum for conceptual and theoretical advances in developmental psychology, welcoming contributions that address the mechanisms and processes underlying development from infancy through aging. We encourage submissions that highlight conceptual innovation, clarify or challenge current thinking, and offer new directions for research. Interdisciplinary work that bridges developmental psychology with fields such as neuroscience, cognitive science, education, health, pediatrics, psychiatry, and policy is particularly welcome. Topics of interest include conceptual and theoretical work on cognitive, social, and emotional development; language and communication development; moral and ethical development; identity and self-concept development; motivation and learning in development; developmental psychopathology; neurodevelopmental processes; aging and lifespan development; cultural and contextual influences on development; genetics and epigenetics in development; decision-making and reasoning development; educational and applied developmental science; methodological and statistical advances in developmental research; and interventions and policy implications.- ISSN: 0273-2297
Research in Autism
Research in Autism (REIA) publishes high quality empirical articles and reviews that contribute to a better understanding of Autism Spectrum Disorders (ASD) at all levels of description; genetic, neurobiological, cognitive, and behavioral. The primary focus of the journal is to bridge the gap between basic research at these levels, and the practical questions and difficulties that are faced by autistic individuals and their families, as well as carers, educators and clinicians. In addition, the journal encourages submissions on topics that remain under-researched in the field. We know shamefully little about the causes and consequences of the significant language and general intellectual impairments that are very common among the autism community. Even less is known about the challenges that autistic women face and less still about the needs of autistic individuals as they grow older. Medical and psychological co-morbidities and the complications they bring with them for the diagnosis and treatment of ASD represents another area of relatively little research. REIA is committed to promoting high-quality and rigorous research on all of these issues.- ISSN: 1750-9467
Cognitive Development
Cognitive Development is an international journal dedicated to publishing high-quality empirical and theoretical research on the development of cognition across the lifespan, from infancy and childhood through adolescence, adulthood, and aging. The journal’s mission is to advance understanding of the mechanisms and processes underlying cognitive growth, change, and individual differences, including both normative and atypical development, as well as cognitive deterioration, in humans and animal models.The journal welcomes submissions on a broad range of topics central to cognitive development, including perception and attention, concept and category formation, writing and drawing, fine and gross motor skills, memory and learning processes, language acquisition and development, digital literacy, numerical and spatial cognition, problem solving and decision making, executive functions and metacognition, social cognition and theory of mind, emotion regulation, and the cognitive neuroscience of development. Studies involving atypical development or special populations are considered when they provide significant theoretical and empirical insights.We publish original empirical articles, theoretical and integrative reviews, meta-analyses, brief reports, and methodological or conceptual papers. A wide range of methodological approaches is supported, including experimental and quasi-experimental studies, longitudinal and cross-sectional designs, training studies, quantified qualitative research, eye-tracking and video analyses, questionnaire and psychometric approaches, neuroimaging and psychophysiological methods, computational modeling, and cross-cultural or comparative studies.Cognitive Development does not consider studies focused solely on adult populations without addressing developmental change, nor research on cognitive development as it relates to business practices, workplace skills, human resources, or management. Clinical case studies, reports based on university teaching evaluations, and computer software development are also outside the scope of the journal. Purely educational policy or applied studies are only considered if they make a substantial theoretical or innovative empirical contribution.All submissions are evaluated for theoretical significance, methodological rigor, transparency, innovation, originality, and clarity of presentation. Authors are expected to follow the journal’s guidelines and are strongly encouraged to adopt open science practices, including data sharing, preregistration, and collaborative research.Benefits to authors We also provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our Support Center.- ISSN: 0885-2014
Trends in Neuroscience and Education
Trends in Neuroscience and Education aims to bridge the gap between our increasing basic cognitive and neuroscience understanding of learning and the application of this knowledge in educational settings. It provides a forum for original translational research on using systems neuroscience findings to improve educational outcome, as well as for reviews on basic and applied research relevant to education.Just as 200 years ago, medicine was little more than a mixture of bits of knowledge, fads and plain quackery without a basic grounding in a scientific understanding of the body, and just as in the middle of the nineteenth century, Hermann von Helmholtz, Ernst Wilhelm von Brücke, Emil Du Bois-Reymond and a few others got together and drew up a scheme for what medicine should be (i.e., applied natural science), we believe that this can be taken as a model for what should happen in the field of education. In many countries, education is merely the field of ideology, even though we know that how children learn is not a question of left or right political orientation.Contrary to the skeptics (who claim that "brain science […] is not ready to relate neuronal processes to classroom outcomes ", Cf. Hirsh-Pasek K, Bruer JT, 2007), we believe that we know today more about the neuroscience of learning than Helmholtz et al. back then knew about the body. In fact, from our perspective very little was known, as cellular pathology, microbiology and pharmacology hardly existed as domains of scientific investigation, let alone as tools for physicians. But the very idea - medicine is applied science - caught on and led to unprecedented and dramatic improvements in medicine.In our view, this is precisely what we must do in order to make progress in education. "You claim all learning is taking place in the brain. If that's so, which type of preschool is most effective? " - From a medical perspective, it is obvious that a neuroscientist cannot answer such questions alone. But it is just as clear that the answers will come from research informed by developmental cognitive neuroscience. Trends in Neuroscience and Education will foster activities on the translational research that is needed.Neuroscience is to education what biology is to medicine and physics is to architecture. Biochemistry is not enough to cure a patient, and physics is not enough to build a bridge. But you cannot perform great work, neither in medicine nor in architecture, against the laws of physics or biology. And in fact, they will inform you about many constraints and rule out a great many of projects right from the start as failures.- ISSN: 2211-9493
