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School Psychology Review is a peer-reviewed journal published by Taylor & Francis, covering Child and Adolescent Psychosocial and Emotional Development, Behavioral and Psychological Studies, 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." School Psychology Review 12 (3): 45–58.
Formats any DOI in School Psychology Review style. No sign-up. |
| Publishes research in | Child and Adolescent Psychosocial and Emotional Development Behavioral and Psychological Studies Educational and Psychological Assessments Early Childhood Education and Development Reading and Literacy Development |
| ISSN | 0279-6015 |
| Citation impact (2-yr) | 3 |
| h-index | 154 |
| i10-index | 1,541 |
| Total citations | 110,330 |
| Top institutions publishing here | Lehigh University |
| 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.
.Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005–2006 academic year. Data were reported…
This special issue on bullying and victimization in School Psychology Review highlights current research efforts in American schools on bullying and peer victimization, and how this research can inform prevention and intervention planning. This introductory article provides a brief overview of several major insights gained over the last decade from research on bullying in school-aged…
This work examines associations between closeness and conflict in teacher-child relationships and children's social and academic skills in first grade in a sample of 490 children. Assessments of teacher-child relationships were obtained in preschool, kindergarten, and first grade. Results demonstrate moderate correlations among teachers' ratings of conflict and slightly lower correlations among teachers' ratings of…
In a dual-factor model of mental health (cf. Greenspoon & Saklofske, 2001), assessments of positive indicators of wellness (i.e., subjective well-being—SWB) are coupled with traditional negative indicators of illness (i.e., psychopathology) to comprehensively measure mental health. The current study examined the existence and utility of a dual-factor model in early adolescence. The SWB, psychopathology, academic…
Student motivation as an academic enabler for school success is discussed. Contrary to many views, however, the authors conceive of student motivation as a multifaceted construct with different components. Accordingly, the article includes a discussion of four key components of student motivation including academic self-efficacy, attributions, intrinsic motivation, and achievement goals. Research on each of…
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