Educational Psychologist

期刊简介：Educational Psychologist publishes articles related to the psychology of learning and instruction. Articles in this journal may adopt one or more lenses or perspectives on educational psychology, from a focus upon psychological mechanisms through social and societal phenomena related to the psychology of learning and instruction. This journal publishes theoretical and conceptual articles as well as reviews and meta-analyses that make significant contributions to theory or the methods used to explore such theory, lead the field in new directions, and advance understanding of issues, problems, policy, and research related to all aspects of educational psychology. The journal does not publish articles whose primary purpose is to report the methods and results of an empirical study. To be considered for publication, all manuscripts, including reviews and meta-analyses, must have clear implications for advancing theory. In addition to publishing regular articles, the journal publishes special issues that are devoted to important themes in educational psychology as well as focal articles with associated peer commentary. Peer Review Policy: All review papers in this journal have undergone editorial screening and peer review. Publication office: Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106. Readership: Educational psychologists, researchers, teachers, administrators, and policymakers.

【译文】教育心理学家发表与学习和教学心理学相关的文章。本杂志的文章可能采用一种或多种教育心理学视角或观点，从关注心理机制到与学习和教学心理学相关的社会和社会现象。该杂志发表理论和概念文章以及评论和荟萃分析，这些文章对理论或用于探索此类理论的方法做出了重大贡献，引领了该领域的新方向，并促进了对与教育心理学各个方面相关的议题、问题、政策和研究的理解。该期刊不发表主要目的是报告实证研究的方法和结果的文章。为了考虑出版，所有手稿，包括评论和荟萃分析，都必须对推进理论有明确的影响。除了发表常规文章外，该杂志还发表专门讨论教育心理学重要主题的特刊以及带有相关同行评论的焦点文章。同行评审政策：本期刊的所有评审论文均经过编辑筛选和同行评审。出版办公室：Taylor & Francis, Inc., 530 Walnut Street, Suite 850, Philadelphia, PA 19106。 读者群：教育心理学家、研究人员、教师、管理人员和政策制定者。