Psychology in the Schools Template
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About the Psychology in the Schools format
Psychology in the Schools is a peer-reviewed journal published by Wiley, covering Child and Adolescent Psychosocial and Emotional Development, Early Childhood Education and Development, Behavioral and Psychological Studies.
| Publisher | Wiley |
|---|---|
| Reference style | Author–year (Chicago) Author–year — (Smith, 2023) in the text Smith, Ada, Ben Jones, and Cara Lee. 2023. "A Representative Article Title." Psychology in the Schools 12 (3): 45–58.
Formats any DOI in Psychology in the Schools style. No sign-up. |
| Publishes research in | Child and Adolescent Psychosocial and Emotional Development Early Childhood Education and Development Behavioral and Psychological Studies Educational and Psychological Assessments Parental Involvement in Education |
| ISSN | 0033-3085 |
| Citation impact (2-yr) | 2.45 |
| h-index | 142 |
| i10-index | 2,570 |
| Total citations | 133,439 |
| Article processing charge | $3,040 |
| Top institutions publishing here | University of South Carolina |
| Journal website | onlinelibrary.wiley.com |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Papers published in Psychology in the Schools per year
Citation impact of Psychology in the Schools by publication year
Citations each year’s papers have accumulated so far — the most recent years are still building up.
Most-cited papers in Psychology in the Schools
This article discusses the development and validation of a measure of adolescent students' perceived belonging or psychological membership in the school environment. An initial set of items was administered to early adolescent students in one suburban middle school (N = 454) and two multi-ethnic urban junior high schools (N = 301). Items with low variability…
Abstract Research supports the connection between engagement, achievement, and school behavior across levels of economic and social advantage and disadvantage. Despite increasing interest and scientific findings, a number of interrelated conceptual and methodological issues must be addressed to advance this construct, particularly for designing data‐supported interventions that promote school completion and enhanced educational outcomes for…
Abstract This study examines educational and psychological correlates of academic resilience using within‐network and between‐network validity approaches. Based on a sample of 402 Australian high‐school students, a newly developed unidimensional academic resilience construct found within‐network validity by way of sound item and factor properties. In terms of between‐network validity, correlation, path analysis, and cluster analysis…