Example of British Journal of Educational Psychology format
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Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format
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Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format Example of British Journal of Educational Psychology format
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open access Open Access
recommended Recommended

British Journal of Educational Psychology — Template for authors

Publisher: Wiley
Categories Rank Trend in last 3 yrs
Education #100 of 1319 down down by 49 ranks
Developmental and Educational Psychology #49 of 332 down down by 4 ranks
journal-quality-icon Journal quality:
High
calendar-icon Last 4 years overview: 197 Published Papers | 963 Citations
indexed-in-icon Indexed in: Scopus
last-updated-icon Last updated: 29/06/2020
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Related Journals

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SNIP: 1.835
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Quality:  
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CiteRatio: 1.3
SJR: 0.351
SNIP: 0.767

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.

2.506

1% from 2018

Impact factor for British Journal of Educational Psychology from 2016 - 2019
Year Value
2019 2.506
2018 2.481
2017 2.057
2016 2.403
graph view Graph view
table view Table view

4.9

14% from 2019

CiteRatio for British Journal of Educational Psychology from 2016 - 2020
Year Value
2020 4.9
2019 4.3
2018 4.7
2017 4.7
2016 5.0
graph view Graph view
table view Table view

insights Insights

  • Impact factor of this journal has increased by 1% in last year.
  • This journal’s impact factor is in the top 10 percentile category.

insights Insights

  • CiteRatio of this journal has increased by 14% 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.

1.557

6% from 2019

SJR for British Journal of Educational Psychology from 2016 - 2020
Year Value
2020 1.557
2019 1.466
2018 1.399
2017 1.553
2016 1.492
graph view Graph view
table view Table view

1.84

26% from 2019

SNIP for British Journal of Educational Psychology from 2016 - 2020
Year Value
2020 1.84
2019 1.462
2018 1.7
2017 1.859
2016 1.846
graph view Graph view
table view Table view

insights Insights

  • SJR of this journal has increased by 6% in last years.
  • This journal’s SJR is in the top 10 percentile category.

insights Insights

  • SNIP of this journal has increased by 26% in last years.
  • This journal’s SNIP is in the top 10 percentile category.

British Journal of Educational Psychology

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Wiley

British Journal of Educational Psychology

The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including cognition, learning, motivation, literacy, numeracy and language, behavior, social-emotional development, developmen...... Read More

Education

Developmental and Educational Psychology

Social Sciences

i
Last updated on
29 Jun 2020
i
ISSN
0007-0998
i
Impact Factor
High - 1.643
i
Open Access
Yes
i
Sherpa RoMEO Archiving Policy
Yellow faq
i
Plagiarism Check
Available via Turnitin
i
Endnote Style
Download Available
i
Bibliography Name
apa
i
Citation Type
Numbered
[25]
i
Bibliography Example
Beenakker, C.W.J. (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: 10.1111/J.2044-8279.1976.TB02980.X
On qualitative differences in learning: i—outcome and process*

Abstract:

Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This appro... Summary. This paper describes an attempt to identify different levels of processing of information among groups of Swedish university students who were asked to read substantial passages of prose. Students were asked questions about the meaning of the passages and also about how they set about reading the passages. This approach allows processes and strategies of learning to be examined, as well as the outcomes in terms of what is understood and remembered. The starting point of this research was that learning has to be described in terms of its content. From this point differences in what is learned, rather than differences in how much is learned, are described. It was found that in each study a number of categories (levels of outcome) containing basically different conceptions of the content of the learning task could be identified. The corresponding differences in level of processing are described in terms of whether the learner is engaged in surface-level or deep-level processing. read more read less

Topics:

Verbal learning (58%)58% related to the paper, Student approaches to learning (54%)54% related to the paper
4,290 Citations
Journal Article DOI: 10.1348/000709900158001
Non-formal learning and tacit knowledge in professional work
Michael Eraut1

Abstract:

Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as ‘ non-formal learning’, ‘ implicit learning’ and ‘ tacit knowledge’, their theore... Background. This paper explores the conceptual and methodological problems arising from several empirical investigations of professional education and learning in the workplace. Aims. 1. To clarify the multiple meanings accorded to terms such as ‘ non-formal learning’, ‘ implicit learning’ and ‘ tacit knowledge’, their theoretical assumptions and the range of phenomena to which they refer. 2. To discuss their implications for professional practice. Method. A largely theoretical analysis of issues and phenomena arising from empirical investigations. Analysis. The author's typology of non-formal learning distinguishes between implicit learning, reactive on-the-spot learning and deliberative learning. The significance of the last is commonly overemphasised. The problematic nature of tacit knowledge is discussed with respect to both detecting it and representing it. Three types of tacit knowledge are discussed: tacit understanding of people and situations, routinised actions and the tacit rules that underpin intuitive decision-making. They come together when professional performance involves sequences of routinised action punctuated by rapid intuitive decisions based on tacit understanding of the situation. Four types of process are involved-reading the situation, making decisions, overt activity and metacognition-and three modes of cognition-intuitive, analytic and deliberative. The balance between these modes depends on time, experience and complexity. Where rapid action dominates, periods of deliberation are needed to maintain critical control. Finally the role of both formal and informal social knowledge is discussed; and it is argued that situated learning often leads not to local conformity but to greater individual variation as people's careers take them through a series of different contexts. This abstract necessarily simplifies a more complex analysis in the paper itself. (http://onlinelibrary.wiley.com/doi/10.1348/000709900158001/abstract) read more read less

Topics:

Tacit knowledge (60%)60% related to the paper, Formal learning (57%)57% related to the paper, Situated learning (54%)54% related to the paper, Implicit learning (53%)53% related to the paper, Professional development (51%)51% related to the paper
2,034 Citations
Journal Article DOI: 10.1348/000709901158433
The revised two-factor study process questionnaire : R-SPQ-2F
John B. Biggs1, David Kember2, Doris Y. P. Leung2

Abstract:

Aim. To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. Method. A set of 43 items was drawn up for the initial tests. The... Aim. To produce a revised two-factor version of the Study Process Questionnaire (R-SPQ-2F) suitable for use by teachers in evaluating the learning approaches of their students. The revised instrument assesses deep and surface approaches only, using fewer items. Method. A set of 43 items was drawn up for the initial tests. These were derived from: the original version of the SPQ, modified items from the SPQ, and new items. A process of testing and refinement eventuated in deep and surface motive and strategy scales each with 5 items, 10 items per approach score. The final version was tested using reliability procedures and confirmatory factor analysis. Sample. The sample for the testing and refinement process consisted of 229 students from the health sciences faculty of a university in Hong Kong. A fresh sample of 495 undergraduate students from a variety of departments of the same university was used for the test of the final version. Results. The final version of the questionnaire had acceptable Cronbach alpha values for scale reliability. Confirmatory factor analysis indicated a good fit to the intended two-factor structure. Both deep and surface approach scales had well identified motive and strategy subscales. Conclusion. The revision process has resulted in a simple questionnaire which teachers can use to evaluate their own teaching and the learning approaches of their students. read more read less

Topics:

Confirmatory factor analysis (54%)54% related to the paper, Cronbach's alpha (52%)52% related to the paper
View PDF
1,823 Citations
Journal Article DOI: 10.1111/J.2044-8279.1976.TB02304.X
On qualitative differences in learning—ii outcome as a function of the learner's conception of the task
Ference Marton1, R. Säaljö1

Abstract:

Summary. Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. ... Summary. Two groups of 20 first-year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them. read more read less

Topics:

Reading comprehension (52%)52% related to the paper, Student approaches to learning (52%)52% related to the paper
1,371 Citations
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British Journal of Educational Psychology format uses apa citation style.

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Frequently asked questions

1. Can I write British Journal of Educational Psychology in LaTeX?

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

2. Do you follow the British Journal of Educational Psychology guidelines?

Yes, the template is compliant with the British Journal of Educational Psychology 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 British Journal of Educational Psychology?

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 British Journal of Educational Psychology citation style.

4. Can I use the British Journal of Educational Psychology 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 British Journal of Educational Psychology.

5. Can I use a manuscript in British Journal of Educational Psychology 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 British Journal of Educational Psychology that you can download at the end.

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7. Where can I find the template for the British Journal of Educational Psychology?

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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 British Journal of Educational Psychology 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 British Journal of Educational Psychology?

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

12. Is British Journal of Educational Psychology'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 British Journal of Educational Psychology?

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 British Journal of Educational Psychology. 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 British Journal of Educational Psychology?

The 5 most common citation types in order of usage for British Journal of Educational Psychology 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 British Journal of Educational Psychology?

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16. Can I download British Journal of Educational Psychology 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 British Journal of Educational Psychology Endnote style according to Elsevier guidelines.

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