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International Journal of School & Educational Psychology is a peer-reviewed journal published by Taylor & Francis, covering Child and Adolescent Psychosocial and Emotional Development, Early Childhood Education and Development, Educational and Psychological Assessments.
| Publisher | Taylor & Francis |
|---|---|
| Reference style | Author–year (Chicago, T&F) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." International Journal of School & Educational Psychology 12 (3): 45–58.
Formats any DOI in International Journal of School & Educational Psychology style. No sign-up. |
| Publishes research in | Child and Adolescent Psychosocial and Emotional Development Early Childhood Education and Development Educational and Psychological Assessments Bullying, Victimization, and Aggression Education, Achievement, and Giftedness |
| ISSN | 2168-3603 |
| Citation impact (2-yr) | 2.31 |
| h-index | 36 |
| i10-index | 171 |
| Total citations | 5,940 |
| Top institutions publishing here | University of Connecticut |
| Journal website | www.tandfonline.com |
| 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.
Stress affects students in multiple ways. This article provides a conceptual overview of the direct (e.g., psychoneuroimmunological, endocrine) and indirect (health behavior) pathways through which stress affects physical health, the psychological effects of stress on mental health, and the cognitive effects of stress (e.g., attention, concentration) on academic success. We review relevant literature highlighting these…
There are many important phenomena involved in human functioning that are unnoticed, misunderstood, not applied, or do not pique the interest of the scientific community. Among these, autonomous sensory meridian response(ASMR) and frisson are two very noteworthy instances that may prove to be therapeutically helpful in promoting subjective well-being or happiness, which can be considered…
A multisystemic model of resilience suggests that the capacity of one system to cope with atypical stress improves the capacity of co-occurring systems. In this paper, we review research demonstrating this relationship, where the more resilient caregivers are, the more likely children are to experience the promotive and protective factors they require for optimal growth…
Cognitive psychology has undergone a paradigm shift in the ways we understand how knowledge is acquired and represented within the brain, yet the implications for how this impacts students’ learning of material across disciplines has yet to be fully applied. In this article, we present an integrative review of embodied cognition, and demonstrate how it…
The focus of this article is on the important need for educators in trauma-informed schools to receive ongoing support themselves. That K-12 teachers should attend to their students’ mental health is now commonly emphasized and indeed is invaluable for prevention purposes. At the same time, teachers in general are at high risk for burnout, and…
