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Contemporary Educational Psychology

Resumen/Descripción – provisto por la editorial en inglés
Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process. The journal places great value on the quality of research methodology. This includes the participant sample being representative of the intended population (and not just a sample of convenience), measures having demonstrated psychometric quality including both reliability and validity (avoiding, for example, excessive reliance on self-report measures), literature reviews that support the methods employed, and analyses that are both appropriate and accurately described. The journal publishes quantitative, qualitative, and single-subject design studies that involve the application of psychological science to an important educational process, issue, or problem.

The journal does not limit its scope to any age range. Articles dealing with the education of preschoolers, K-12 children, adults, and the elderly are all relevant if they apply psychological theory and science to the process of education. Likewise, articles that make a substantial contribution to the understanding of individual differences in the process of learning are also appropriate. The journal does not focus on a particular educational setting. Articles applying psychological theory and research methods in school settings, industry, or other formal or informal settings involving adults or children are relevant, assuming they are judged in the review process to advance the science of education.

Contemporary Educational Psychology features:

•Original research articles covering both classroom and laboratory experiments as they emphasize problem solving
•Instructional techniques reporting on instructional techniques when the use of adequate controls demonstrates the validity of the findings
• Meta-analytic research reviews on selected educational topics reflecting implications for the field of educational psychology.
Palabras clave – provistas por la editorial

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Disponibilidad
Institución detectada Período Navegá Descargá Solicitá
No detectada desde ene. 1976 / hasta dic. 2023 ScienceDirect

Información

Tipo de recurso:

revistas

ISSN impreso

0361-476X

ISSN electrónico

1090-2384

Editor responsable

Elsevier

País de edición

Estados Unidos

Fecha de publicación

Tabla de contenidos

Measures of Effect Size for Comparative Studies: Applications, Interpretations, and Limitations

Stephen Olejnik; James Algina

Pp. 241-286

Feelings on feedback: Children’s emotional responses during mathematics problem solving

Megan Merrick; Emily R. Fyfe

Palabras clave: Developmental and Educational Psychology; Education.

Pp. 102209