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Journal of Psychologists and Counsellors in Schools is a peer-reviewed journal published by Cambridge University Press, covering Child and Adolescent Psychosocial and Emotional Development, Early Childhood Education and Development, Counseling Practices and Supervision.
| Publisher | Cambridge University Press |
|---|---|
| Reference style | Numbered Numbered — [1], [2] in the text [1] A. Smith, B. Jones, and C. Lee, A representative article title, Journal of Psychologists and Counsellors in Schools 12 (2023) 45–58.
Formats any DOI in the closest standard style — Journal of Psychologists and Counsellors in Schools has no published style definition, so this is an approximation. No sign-up. |
| Publishes research in | Child and Adolescent Psychosocial and Emotional Development Early Childhood Education and Development Counseling Practices and Supervision Diverse Scientific and Economic Studies Educational and Psychological Assessments |
| ISSN | 2055-6365 |
| Citation impact (2-yr) | 1.92 |
| h-index | 29 |
| i10-index | 100 |
| Total citations | 3,373 |
| Top institutions publishing here | Queensland University of Technology |
| Journal website | www.cambridge.org |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
This paper assesses the psychometric properties of the Student Motivation Scale, an instrument measuring school students' motivation. Motivation is assessed through nine measures, separated into what are referred to as boosters and guzzlers. Boosters are constructs that reflect adaptive motivation and guzzlers are constructs that reflect less adaptive motivation. Boosters are subsumed by thoughts (self-belief,…
This article examines the potential benefits of possessing the personality traits of determination and perseverance (often referred to as ‘grit’) in an academic setting. Previous studies in Western individualistic societies have emphasised the advantages of possessing this attribute of grit; but, to date, very few investigations have been conducted in collectivist cultures, such as those…
According to official figures, most of the trouble in schools is caused by boys. This is because boys are more openly disruptive and overtly aggressive. However, recent research has uncovered forms of aggression more common among girls. This paper reports on a study in South Australian schools which explores gender and developmental differences in aggression.…
Abstract Childhood experiences can affect individuals’ self-esteem and psychological resilience during personality and psychosocial development in adolescence and adulthood. The effect of positive childhood experiences on adulthood has rarely been investigated, with most studies focusing on negative aspects of childhood. Evidence shows that they also influence the development of psychological resilience and self-esteem. This study…
There is growing evidence that children are vulnerable to poor psychological outcomes following exposure to a range of potentially traumatic events. Teachers are in a unique and well-placed position to provide vital support to children following potentially traumatic events and to also provide a vital role in helping to identify children who may be experiencing…
