Example of Social Psychology of Education format
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Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format
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Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format Example of Social Psychology of Education format
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This content is only for preview purposes. The original open access content can be found here.
open access Open Access

Social Psychology of Education — Template for authors

Publisher: Springer
Categories Rank Trend in last 3 yrs
Sociology and Political Science #208 of 1269 up up by 42 ranks
Social Psychology #94 of 289 up up by 21 ranks
Developmental and Educational Psychology #110 of 332 up up by 25 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 234 Published Papers | 714 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 07/07/2020
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Related Journals

open access Open Access

SAGE

Quality:  
High
CiteRatio: 3.1
SJR: 0.964
SNIP: 1.77
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CiteRatio: 3.2
SJR: 0.696
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SJR: 1.165
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open access Open Access

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Quality:  
High
CiteRatio: 1.2
SJR: 0.262
SNIP: 0.682

Journal Performance & Insights

Impact Factor

CiteRatio

Determines the importance of a journal by taking a measure of frequency with which the average article in a journal has been cited in a particular year.

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

1.619

10% from 2018

Impact factor for Social Psychology of Education from 2016 - 2019
Year Value
2019 1.619
2018 1.798
2017 1.261
2016 1.139
graph view Graph view
table view Table view

3.1

7% from 2019

CiteRatio for Social Psychology of Education from 2016 - 2020
Year Value
2020 3.1
2019 2.9
2018 2.6
2017 2.3
2016 2.1
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has decreased by 10% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 7% in last years.
  • This journal’s CiteRatio is in the top 10 percentile category.

SCImago Journal Rank (SJR)

Source Normalized Impact per Paper (SNIP)

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.

1.136

5% from 2019

SJR for Social Psychology of Education from 2016 - 2020
Year Value
2020 1.136
2019 1.084
2018 0.958
2017 0.716
2016 0.689
graph view Graph view
table view Table view

1.519

4% from 2019

SNIP for Social Psychology of Education from 2016 - 2020
Year Value
2020 1.519
2019 1.457
2018 1.301
2017 0.951
2016 0.976
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 5% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 4% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

Social Psychology of Education

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Springer

Social Psychology of Education

The field of social psychology spans the boundary between the disciplines of psychology and sociology and has traditionally been associated with empirical research. Many studies of human behaviour in education are conducted by persons who identify with social psychology or who...... Read More

Sociology and Political Science

Social Psychology

Developmental and Educational Psychology

Social Sciences

i
Last updated on
07 Jul 2020
i
ISSN
1381-2890
i
Impact Factor
Medium - 0.809
i
Open Access
No
i
Sherpa RoMEO Archiving Policy
Green faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
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Bibliography Name
SPBASIC
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Citation Type
Author Year
(Blonder et al, 1982)
i
Bibliography Example
Beenakker CWJ (2006) Specular andreev reflection in graphene. Phys Rev Lett 97(6):067,007, URL 10.1103/PhysRevLett.97.067007

Top papers written in this journal

Journal Article DOI: 10.1007/S11218-004-0975-0
Resilient teachers: resisting stress and burnout
Sue Howard1, Bruce Johnson1

Abstract:

In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on ‘what’s going wrong’. From this perspectiv... In Australia, the incidence of teacher stress and burnout has caused serious concern. Many studies of teacher stress have focused on the dysfunctional strategies of individual teachers – in other words they have adopted a deficit approach to the problem with the focus firmly fixed on ‘what’s going wrong’. From this perspective, the failure of some teachers to cope has generally been defined as a personal rather than an institutional weakness and the solutions that have been promoted have been largely palliative or therapeutic. The study reported in this paper adopted a different approach to the question of teacher stress and burnout. Instead of asking ‘what’s going wrong’ we asked why are some teachers able to cope successfully with the same kinds of stressors that appear to defeat others – in other words, we looked at ‘what’s going right’. read more read less

Topics:

Burnout (54%)54% related to the paper, Occupational stress (51%)51% related to the paper
555 Citations
Journal Article DOI: 10.1023/A:1009609606692
A six-district study of educational change: Direct and mediated effects of the child development project.
Daniel Solomon1, Victor Battistich1, Marilyn Watson1, Eric Schaps1, Catherine Lewis1

Abstract:

A comprehensive elementary school program, the Child Development Project, was conducted in two schools in each of six school districts over a three-year period Two additional schools in each district served as a comparison group The program attempts to create a 'caring community of learners' in school and classroom through cl... A comprehensive elementary school program, the Child Development Project, was conducted in two schools in each of six school districts over a three-year period Two additional schools in each district served as a comparison group The program attempts to create a 'caring community of learners' in school and classroom through classroom, schoolwide, and parent involvement components The classroom component includes student collaboration, a literature-based approach to reading, and a student-centered approach to classroom management Classroom observation, student questionnaire, teacher questionnaire, and test data were collected in a baseline year and in each of the three years of program implementation Results showed positive student results in the five program schools that made significant progress in implementation Schools that progressed in implementation showed gains – relative to their comparison schools – in students' personal, social, and ethical attitudes, values, and motives Significant effects on academic achievement were found only in two schools with a performance-based assessment and a highly consistent local reform mandate Modeling analyses indicated that student sense of community was an important mediating variable for almost all dependent variables – indicating that the program produced positive effects to the degree that it was successful in establishing a caring community in the school read more read less

Topics:

Classroom management (65%)65% related to the paper, Sense of community (54%)54% related to the paper, Academic achievement (54%)54% related to the paper
374 Citations
Journal Article DOI: 10.1007/S11218-004-4229-Y
Emotional regulation goals and strategies of teachers
Rosemary E. Sutton1

Abstract:

This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported r... This study addresses two questions: what goals do teachers have for their own emotional regulation, and what strategies do teachers report they use to regulate their own emotions. Data were collected from middle school teachers in North East Ohio, USA through a semi-structured interview. All but one of the teachers reported regulating their emotions and there were no gender or experience differences in spontaneously discussing emotional regulation. Teachers believed that regulating their emotions helped their teaching effectiveness goals and/or conformed to their idealized emotion image of a teacher. Teachers used a variety of preventative and responsive emotional regulation strategies to help them regulate their emotions. Future research on teachers’ emotional regulation goals and strategies should examine the role of culture and the relationship of emotional regulation goals with teachers’ other goals, stress, and coping. read more read less

Topics:

Coping (psychology) (52%)52% related to the paper
336 Citations
Journal Article DOI: 10.1007/S11218-012-9185-3
Why they leave: the impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors
Maya A. Beasley1, Mary J. Fischer1

Abstract:

This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the ... This paper examines the effects of group performance anxiety on the attrition of women and minorities from science, math, and engineering majors. While past research has relied primarily on the academic deficits and lower socioeconomic status of women and minorities to explain their absence from these fields, we focus on the impact of stereotype threat—the anxiety caused by the expectation of being judged based on a negative group stereotype. Using data from the National Longitudinal Survey of Freshmen, our findings indicate that minorities experience stereotype threat more strongly than whites, although women do not suffer from stereotype threat more than men. Our findings also reveal that stereotype threat has a significant positive effect on the likelihood of women, minorities, and surprisingly, white men leaving science, technology, engineering and math majors. read more read less

Topics:

Stereotype threat (70%)70% related to the paper, Stereotype (57%)57% related to the paper
310 Citations
Journal Article DOI: 10.1023/A:1014478001512
Expanding Knowledge of Parental Involvement in Children's Secondary Education: Connections with High School Seniors' Academic Success
Sophia Catsambis1

Abstract:

This paper analyzes data from the parent and student components of the National Educational Longitudinal Study of 1988 to investigate family educational involvement in secondary education. It examines connections between parental involvement practices and the educational outcomes of high school seniors. Utilizing multiple inv... This paper analyzes data from the parent and student components of the National Educational Longitudinal Study of 1988 to investigate family educational involvement in secondary education. It examines connections between parental involvement practices and the educational outcomes of high school seniors. Utilizing multiple involvement indicators for the 8th and 12th grades, the study concludes that the nature of relationships between parental involvement and 12th grade educational outcomes depends on the type of parental practices and educational outcomes considered. Parental involvement indicators are not associated with achievement growth between the 8th and 12th grades. However, a number of parental involvement indicators are associated with seniors' enrollment in an academic high school program and with their coursework in core academic subjects. High levels of educational expectations, consistent encouragement, and actions that enhance the learning opportunities of children are the family practices that are positively associated with the above educational experiences of high school seniors. The relationships between parental involvement and educational outcomes exist regardless of students' socioeconomic or race/ethnic background and regardless of whether parental practices are measured in the middle grades or in high school. read more read less

Topics:

Academic achievement (55%)55% related to the paper
292 Citations
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Frequently asked questions

1. Can I write Social Psychology of Education in LaTeX?

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

2. Do you follow the Social Psychology of Education guidelines?

Yes, the template is compliant with the Social Psychology of Education 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 Social Psychology of Education?

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 Social Psychology of Education citation style.

4. Can I use the Social Psychology of Education 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 Social Psychology of Education.

5. Can I use a manuscript in Social Psychology of Education 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 Social Psychology of Education that you can download at the end.

6. How long does it usually take you to format my papers in Social Psychology of Education?

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

7. Where can I find the template for the Social Psychology of Education?

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 Social Psychology of Education'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 Social Psychology of Education'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.

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SciSpace's Social Psychology of Education 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.

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11. What is the output that I would get after using Social Psychology of Education?

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

12. Is Social Psychology of Education'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 Social Psychology of Education?

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 Social Psychology of Education. 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 Social Psychology of Education?

The 5 most common citation types in order of usage for Social Psychology of Education 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 Social Psychology of Education?

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 Social Psychology of Education's guidelines and download the same in Word, PDF and LaTeX formats? Give us a try!.

16. Can I download Social Psychology of Education 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 Social Psychology of Education Endnote style according to Elsevier guidelines.

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