British Journal Of Educational Psychology

SCIE SSCI

国际简称：BRIT J EDUC PSYCHOL 参考译名：英国教育心理学杂志

主要研究方向：PSYCHOLOGY, EDUCATIONAL 非预警期刊

《英国教育心理学杂志》(British Journal Of Educational Psychology)是一本由Wiley-Blackwell出版的以PSYCHOLOGY, EDUCATIONAL为研究特色的国际期刊，发表该领域相关的原创研究文章、评论文章和综述文章，及时报道该领域相关理论、实践和应用学科的最新发现，旨在促进该学科领域科学信息的快速交流。该期刊是一本未开放期刊，近三年没有被列入预警名单。该期刊享有很高的科学声誉，影响因子不断增加，发行量也同样高。

1区中科院分区
Q1 JCR分区
98 年发文量
4.5 IF影响因子
未开放 是否OA
1931 创刊年份
4 issues/year 出版周期
English 出版语言

The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology. Our aim is to publish research which has a broad international appeal to researchers and practitioners in education

[ 查看全部 ]

投稿咨询加急咨询

British Journal Of Educational Psychology期刊信息

ISSN：0007-0998
出版语言：English
是否OA：未开放
E-ISSN：2044-8279
出版地区：ENGLAND
是否预警：否
出版商：Wiley-Blackwell
出版周期：4 issues/year
创刊时间：1931
开源占比：0.305
Gold OA文章占比：65.11%
OA被引用占比：0.1385...
出版国人文章占比：0.08
出版撤稿占比：0
研究类文章占比：100.00%

British Journal Of Educational Psychology CiteScore评价数据（2026年6月最新版）

CiteScore

SJR

SNIP

CiteScore 指数

9.2

1.747

2.195

学科类别	分区	排名	百分位
大类：Social Sciences 小类：Education	Q1	92 / 1698	94%
大类：Social Sciences 小类：Developmental and Educational Psychology	Q1	21 / 380	94%

名词解释：CiteScore 是衡量期刊所发表文献的平均受引用次数，是在 Scopus 中衡量期刊影响力的另一个指标。当年CiteScore 的计算依据是期刊最近4年（含计算年度）的被引次数除以该期刊近四年发表的文献数。例如，2022年的 CiteScore 计算方法为：2022年的 CiteScore =2019-2022年收到的对2019-2022年发表的文件的引用数量÷2019-2022年发布的文献数量注：文献类型包括：文章、评论、会议论文、书籍章节和数据论文。

British Journal Of Educational Psychology中科院评价数据

《新锐期刊分区表》（2026年3月发布）

Top期刊	综述期刊	大类学科		小类学科
是	否	教育学	1区	PSYCHOLOGY, EDUCATIONAL 心理学：教育	2区

British Journal Of Educational Psychology JCR评价数据

2025-2026年最新版

按JCI指标学科分区	收录子集	分区	排名	百分位
学科：PSYCHOLOGY, EDUCATIONAL	SSCI	Q1	8 / 73	89.7
学科：PSYCHOLOGY, EDUCATIONAL	SSCI	Q1	12 / 73	84.25

British Journal Of Educational Psychology历年数据统计

影响因子

中科院分区

British Journal Of Educational Psychology中国学者发文选摘

1、Asymmetric longitudinal links between learning anxiety and engagement in Chinese primary school students: The role of peer relationshi
Author: Yang, Xinyi; Zhang, Yaxin; Qi, Yue; Li, Wenjing; Yu, Xiao

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70089
2、Metacognitive beliefs and academic performance in Chinese middle school students: A moderated mediation model of emotional dysregulation and anxiet
Author: Gao, Zeyiting; Chen, Yuran; Chen, Chun

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70072
3、Learning flow in educational contexts: A meta-analysis of its antecedents and outcome
Author: Xie, Mei; Milani, Alessandro; Wang, Shujun; Kou, Tianjing; Mao, Zhuozhu; Ma, Ying; Mao, Yanhui

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70075
4、Seeking effective school and family supports for adolescents' curiosity in learning: A cross-country comparison among China, the USA and Finlan
Author: Huang, Haoyan; Hu, Pingping; Ali, Farhan; Salmela-Aro, Katariina; Tang, Xin

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70071
5、Unravelling dynamic trajectories of epistemic emotions in a technology-enhanced problem-solving task: A multimodal data approac
Author: Wang, Tingting; Zhang, Jianhua; Li, Shasha; Gao, Jie; Huang, Lingyun; Lajoie, Susanne P

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70073
6、The path of promoting adolescents' physical exercise: Based on the control-value theory of achievement emotion
Author: Zhang, Ting; Han, Hongwei

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70061
7、The advantages of deliberate errors in promoting college students' memory retention and transfe
Author: Qiang, Xiuyun; Ma, Xiaofeng

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2026; Vol. , Issue , pp. -. DOI: 10.1111/bjep.70058
8、Exploring the congruence between perceived parent-teacher achievement goals and student academic outcomes: A study using polynomial regression with response surface analysi
Author: Zhao, Ningning; Dou, Diya; Chen, Xiaohan; Chen, Fumei; Luo, Rui; Zhu, Xiaoqin; Xiang, Guo-Xing

Journal: BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY. 2025; Vol. 95, Issue 2, pp. 603-626. DOI: 10.1111/bjep.12742