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The Journal of Experimental Education is a peer-reviewed journal published by Taylor & Francis, covering Education, Achievement, and Giftedness, Innovative Teaching and Learning Methods, Teacher Education and Leadership Studies.
| 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." The Journal of Experimental Education 12 (3): 45–58.
Formats any DOI in The Journal of Experimental Education style. No sign-up. |
| Publishes research in | Education, Achievement, and Giftedness Innovative Teaching and Learning Methods Teacher Education and Leadership Studies Psychometric Methodologies and Testing Educational Strategies and Epistemologies |
| ISSN | 0022-0973 |
| Citation impact (2-yr) | 1.82 |
| h-index | 119 |
| i10-index | 1,302 |
| Total citations | 73,114 |
| Top institutions publishing here | University of Minnesota System |
| 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.
Abstract Students' subjective sense of school belonging recently has been identified as a potentially important influence on academic motivation, engagement, and participation, especially among students from groups at risk of school dropout. Students' friends also influence their academic motivation, sometimes negatively. In this study, the relationship among early adolescent students' sense of school belonging, perceptions…
The importance of students' sense of school belonging for many adaptive outcomes is becoming well established; however, few researchers have focused on college-aged populations. In this study, the authors examined associations between undergraduate students' sense of class belonging and their academic motivation in that class, their sense of class belonging and perceptions of their instructors'…
The authors apply current influential models from the motivational literature to develop the comprehensive factors influencing teaching choice (FIT-Choice) scale, to measure factors influencing the choice to teach for beginning preservice teacher education candidates. They validate the scale using 2 large cohorts (N = 488; 652) and describe the factors that teacher education candidates identified…
Abstract The present study examined the degree to which teachers' sense of efficacy, as well as other hypothesized influences on commitment to teaching, predicted 170 teachers' responses to the question, “Suppose you had it to do all over again: In view of your present knowledge, would you become a teacher?” General and personal efficacy emerged…
Abstract Post hoc and planned comparison procedures for interpreting chi-square contingency-table test results, not currently discussed in most standard textbooks, are presented. A planned comparison procedure that simplifies the tedious process of partitioning a contingency table by creating single-degree-of-freedom contrasts through a regression-based approach is proposed. Importantly, these post hoc methods supplement the analysis of…
