Example of Education Research International format
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Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format
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Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format Example of Education Research International format
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open access Open Access

Education Research International — Template for authors

Publisher: Hindawi
Categories Rank Trend in last 3 yrs
Education #695 of 1319 down down by None rank
journal-quality-icon Journal quality:
Medium
calendar-icon Last 4 years overview: 95 Published Papers | 123 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 01/07/2020
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Journal Performance & Insights

CiteRatio

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

A measure of average citations received per peer-reviewed paper published in the journal.

Measures weighted citations received by the journal. Citation weighting depends on the categories and prestige of the citing journal.

Measures actual citations received relative to citations expected for the journal's category.

1.3

160% from 2019

CiteRatio for Education Research International from 2016 - 2020
Year Value
2020 1.3
2019 0.5
graph view Graph view
table view Table view

0.29

157% from 2019

SJR for Education Research International from 2019 - 2020
Year Value
2020 0.29
2019 0.113
graph view Graph view
table view Table view

1.546

285% from 2019

SNIP for Education Research International from 2019 - 2020
Year Value
2020 1.546
2019 0.402
graph view Graph view
table view Table view

insights Insights

  • CiteRatio of this journal has increased by 160% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

insights Insights

  • SJR of this journal has increased by 157% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 285% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Education Research International

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Hindawi

Education Research International

Education Research International is a peer-reviewed, open access journal that publishes original research articles as well as review articles in all areas of education.... Read More

Teaching

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Last updated on
01 Jul 2020
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ISSN
2090-4002
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Acceptance Rate
Not provided
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Frequency
Not provided
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Open Access
Yes
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Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
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Endnote Style
Download Available
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Bibliography Name
unsrt
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Citation Type
Numbered
[25]
i
Bibliography Example
C. W. J. Beenakker. “Specular andreev reflection in graphene”. Phys. Rev. Lett., vol. 97, no. 6, 067007, 2006.

Top papers written in this journal

open accessOpen access Journal Article DOI: 10.1155/2015/202753
International Student's Challenge and Adjustment to College
Hsiao-ping Wu, Esther Garza, Norma Guzman

Abstract:

International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenge... International students’ enrollment in higher education in the US has expanded considerably in the last decades. In this study, international students’ experiences were examined in academic and sociocultural settings. Through qualitative interviews, the findings revealed that international students deal with academic challenges, social isolation, and cultural adjustment. Specifically, academic challenges included communication with professors, classmates, and staff. Consequently, they have to deal with social isolation when engaging in different group activities. Culturally, they need to confront the different ways of thinking and doing in the US. In order to overcome these challenges, students have adopted resources that mainly are derived from the university to overcome these challenges. Thus, as demonstrated in this study, having a better understanding of these students’ academic challenges, university faculty and staff can recognize students’ needs and effectively offer supportive campus resources and services. The university needs to be prepared to meet students not only academically but also socially and culturally. This study also suggests that some preparations need to be made by the university that will embrace international students upon their arrival. read more read less

Topics:

Higher education (53%)53% related to the paper
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326 Citations
open accessOpen access Journal Article DOI: 10.1155/2011/493167
An Exploration of Foreign Language Anxiety and English Learning Motivation

Abstract:

Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergradu... Perceived to be two important affective variables, anxiety and motivation have been found to be highly correlated to second/foreign language acquisition. In order to examine the relationship between foreign language anxiety, English learning motivation, and performance in English, the present study investigated 980 undergraduate students from three universities in China who answered a 76-item survey. Analyses of the data revealed that (1) the respondents generally did not feel anxious in English and were moderately motivated to learn English, (2) foreign language anxiety and English learning motivation were significantly negatively correlated with each other, and (3) both foreign language anxiety and English learning motivation were significantly correlated with students' performance in English. Among the scales, foreign language classroom anxiety (FLCAS), intrinsic motivation (IntrinM), instrumental motivation (InstruM), fear of being negatively evaluated (FLCAS1), and interest in foreign languages and cultures (IFLC) proved to be powerful predictors for the latter. read more read less

Topics:

Foreign language anxiety (68%)68% related to the paper, Foreign language (62%)62% related to the paper, Anxiety (55%)55% related to the paper
View PDF
180 Citations
open accessOpen access Journal Article DOI: 10.1155/2012/428639
Assessing Self-Regulation as a Cyclical, Context-Specific Phenomenon: Overview and Analysis of SRL Microanalytic Protocols
Timothy J. Cleary1, Gregory L. Callan1, Barry J. Zimmerman2

Abstract:

The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defi... The primary purpose of this paper is to review relevant research related to the use of an assessment technique, called Self-Regulated Learning (SRL) Microanalysis. This structured interview is grounded in social-cognitive theory and research and thus seeks to evaluate students' regulatory processes as they engage in well-defined academic or nonacademic tasks and activities. We illustrate the essential features of this contextualized assessment approach and detail a simple five-step process that researchers can use to apply this approach to their work. Example questions and administration procedures for five key self-regulation subprocesses (i.e., including goal-setting, strategic planning, monitoring, self-evaluation, and attributions) are highlighted, with particular emphasis placed on causal attributions. The psychometric properties of SRL microanalytic assessment protocols and potential areas of future research are presented. read more read less

Topics:

Structured interview (51%)51% related to the paper
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164 Citations
open accessOpen access Journal Article DOI: 10.1155/2014/698545
Cyberbullying among University Students: Gendered Experiences, Impacts, and Perspectives
Chantal Faucher1, Margaret Jackson, Wanda Cassidy

Abstract:

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender simila... Cyberbullying is an emerging issue in the context of higher education as information and communication technologies (ICT) increasingly become part of daily life in university. This paper presents findings from 1925 student surveys from four Canadian universities. The overall findings are broken down to determine gender similarities and differences that exist between male and female respondents’ backgrounds, ICT usage, experiences with cyberbullying, opinions about the issue, and solutions to the problem. We also examine the continuities between these findings and those of earlier studies on cyberbullying among younger students. Our findings also suggest that gender differences, which do emerge, provide some support for each of the three theoretical frameworks considered for understanding this issue, that is, relational aggression, cognitive-affective deficits, and power and control. However, none of these three models offers a full explanation on its own. The study thus provides information about cyberbullying behaviour at the university level, which has the potential to inform the development of more appropriate policies and intervention programs/solutions to address the gendered nature of this behaviour. read more read less
View PDF
138 Citations
open accessOpen access Journal Article DOI: 10.1155/2012/423284
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role
Daniel C. Moos1, Alyssa Ringdal1

Abstract:

Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting mea... Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies. read more read less

Topics:

Active learning (63%)63% related to the paper, Self-regulated learning (57%)57% related to the paper, Educational research (56%)56% related to the paper, Empirical research (52%)52% related to the paper
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118 Citations
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Education Research International format uses unsrt citation style.

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Frequently asked questions

1. Can I write Education Research International in LaTeX?

Absolutely not! Our tool has been designed to help you focus on writing. You can write your entire paper as per the Education Research International guidelines and auto format it.

2. Do you follow the Education Research International guidelines?

Yes, the template is compliant with the Education Research International guidelines. Our experts at SciSpace ensure that. If there are any changes to the journal's guidelines, we'll change our algorithm accordingly.

3. Can I cite my article in multiple styles in Education Research International?

Of course! We support all the top citation styles, such as APA style, MLA style, Vancouver style, Harvard style, and Chicago style. For example, when you write your paper and hit autoformat, our system will automatically update your article as per the Education Research International citation style.

4. Can I use the Education Research International templates for free?

Sign up for our free trial, and you'll be able to use all our features for seven days. You'll see how helpful they are and how inexpensive they are compared to other options, Especially for Education Research International.

5. Can I use a manuscript in Education Research International that I have written in MS Word?

Yes. You can choose the right template, copy-paste the contents from the word document, and click on auto-format. Once you're done, you'll have a publish-ready paper Education Research International that you can download at the end.

6. How long does it usually take you to format my papers in Education Research International?

It only takes a matter of seconds to edit your manuscript. Besides that, our intuitive editor saves you from writing and formatting it in Education Research International.

7. Where can I find the template for the Education Research International?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Education Research International's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

8. Can I reformat my paper to fit the Education Research International's guidelines?

Of course! You can do this using our intuitive editor. It's very easy. If you need help, our support team is always ready to assist you.

9. Education Research International an online tool or is there a desktop version?

SciSpace's Education Research International is currently available as an online tool. We're developing a desktop version, too. You can request (or upvote) any features that you think would be helpful for you and other researchers in the "feature request" section of your account once you've signed up with us.

10. I cannot find my template in your gallery. Can you create it for me like Education Research International?

Sure. You can request any template and we'll have it setup within a few days. You can find the request box in Journal Gallery on the right side bar under the heading, "Couldn't find the format you were looking for like Education Research International?”

11. What is the output that I would get after using Education Research International?

After writing your paper autoformatting in Education Research International, you can download it in multiple formats, viz., PDF, Docx, and LaTeX.

12. Is Education Research International's impact factor high enough that I should try publishing my article there?

To be honest, the answer is no. The impact factor is one of the many elements that determine the quality of a journal. Few of these factors include review board, rejection rates, frequency of inclusion in indexes, and Eigenfactor. You need to assess all these factors before you make your final call.

13. What is Sherpa RoMEO Archiving Policy for Education Research International?

SHERPA/RoMEO Database

We extracted this data from Sherpa Romeo to help researchers understand the access level of this journal in accordance with the Sherpa Romeo Archiving Policy for Education Research International. The table below indicates the level of access a journal has as per Sherpa Romeo's archiving policy.

RoMEO Colour Archiving policy
Green Can archive pre-print and post-print or publisher's version/PDF
Blue Can archive post-print (ie final draft post-refereeing) or publisher's version/PDF
Yellow Can archive pre-print (ie pre-refereeing)
White Archiving not formally supported
FYI:
  1. Pre-prints as being the version of the paper before peer review and
  2. Post-prints as being the version of the paper after peer-review, with revisions having been made.

14. What are the most common citation types In Education Research International?

The 5 most common citation types in order of usage for Education Research International are:.

S. No. Citation Style Type
1. Author Year
2. Numbered
3. Numbered (Superscripted)
4. Author Year (Cited Pages)
5. Footnote

15. How do I submit my article to the Education Research International?

It is possible to find the Word template for any journal on Google. However, why use a template when you can write your entire manuscript on SciSpace , auto format it as per Education Research International's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Education Research International in Endnote format?

Yes, SciSpace provides this functionality. After signing up, you would need to import your existing references from Word or Bib file to SciSpace. Then SciSpace would allow you to download your references in Education Research International Endnote style according to Elsevier guidelines.

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I spent hours with MS word for reformatting. It was frustrating - plain and simple. With SciSpace, I can draft my manuscripts and once it is finished I can just submit. In case, I have to submit to another journal it is really just a button click instead of an afternoon of reformatting.

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