Educational Psychology
A section of Behavioral Sciences (ISSN 2076-328X).
Section Information
The Educational Psychology section of Behavioral Sciences is an outlet for pivotal work advancing our understanding of psychological principles as they apply to teaching, learning, and development across varied educational contexts. Manuscripts appropriate for the Educational Psychology section encompass learning processes, cognitive development, motivation, self-regulation, social and emotional learning, instructional strategies and innovative pedagogies, educator well-being, youth mental health and well-being, behavioral interventions, assessment and educational measurement, support for youth with special needs or exceptionalities, parenting and family influences on learning, peer relationships, cultural influences on learning, learning environments, technological intervention in education, teaching and learning regarding the continuum of learners from birth through to adulthood, neuroscience applications in schooling, development in educational contexts across the lifespan, and research methods in education.
Manuscripts are sought that employ a wide range of methodologies and theoretical perspectives to expand the boundaries of educational psychology. Approaches might include quasi- and experimental studies, longitudinal research, single-subject studies, qualitative inquiries, and mixed-method designs. The section also values integrative research reviews, intervention studies, case studies, and psychometric work that advances our measurement capabilities.
By addressing these methodologies across the constructs and domains noted above, the section seeks to bridge theory and practice, fostering knowledge for educational environments that promote both academic success and holistic well-being. Ethical rigor is required for all submissions. Research involving human participants must have full approval from an institutional ethics board, and experimental studies should include a trial registration, where applicable.
Ultimately, the Educational Psychology section provides a unique platform for scholars committed to advancing psychological science within educational contexts. By embracing interdisciplinary perspectives and innovative methodologies, the section aims to shape the future of teaching and learning, ensuring that research translates into meaningful improvements for students, educators, and educational systems worldwide.
Editorial Board
Topical Advisory Panel
Special Issues
Following special issues within this section are currently open for submissions:
- Socio-Emotional Competencies and School Adjustment in Adolescence (Deadline: 31 May 2026)
- Educator Well-Being and Resilience: Paradigms, Pathways, and Possibilities (Deadline: 30 June 2026)
- Cognitive, Social, and Cultural Dimensions of Teaching and Learning in Diverse Classrooms (Deadline: 30 June 2026)
- Creativity in Education: Influencing Factors and Outcomes (Deadline: 15 July 2026)
- Promoting Social–Emotional and Academic Support in Educational Settings (Deadline: 23 July 2026)
- Emotion, Motivation, and Learning: Interdisciplinary Perspectives in Education (Deadline: 31 July 2026)
- Prevalence and Correlates of Bullying Behaviors among Children and Young People (Deadline: 31 July 2026)
- Social and Emotional Learning in Schools (Deadline: 15 August 2026)
- Play, Learn, Adapt: The Evolution of Flexible and Gamified Education (Deadline: 31 August 2026)
- Children’s Early Learning and Development in Informal Settings: Exploring the Post-COVID Landscape (Deadline: 15 September 2026)
- The Impact of Bullying and School Violence on Youth Mental Health (Deadline: 28 September 2026)
- School Climate Experiences and Their Impact on Students’ Mental Health and Wellbeing (Deadline: 30 September 2026)
- Academic Engagement, Motivation, and Parental Support in Student Achievement (Deadline: 30 September 2026)
- Transforming Student Learning Engagement Through Generative Artificial Intelligence (GenAI) (Deadline: 30 September 2026)
- AI-Based Assessment and Learning Analytics: Psychological Constructs, Validity and the Human-in-the-Loop in AI-Enabled Education (Deadline: 16 October 2026)
- Learning to Thrive: Integrating Social Emotional Learning Across the Diverse Educational Context (Deadline: 31 October 2026)
- Resilience and Youth Development (Deadline: 31 October 2026)
- Self-Determination and Motivation in Physical Education (Deadline: 31 October 2026)
- Diversity and Complexity of Young Bilingual Children’s Daily Experiences (Deadline: 1 November 2026)
- Influence of Parenting in Adolescent and Young Adult Development (Deadline: 15 November 2026)
- A Whole-School Approach to Promote Mental Health, Equity, and Connectedness (Deadline: 16 November 2026)
- Artificial Intelligence and Students’ Mental Health (Deadline: 30 November 2026)
- AI Use and Academic Development (Deadline: 10 December 2026)
- Coaching for Learning and Well-Being (Deadline: 31 December 2026)
- Young Children’s Learning and Development in STEM: The Role of Digital Media, Tools and Resources for a Postdigital Generation (Deadline: 31 December 2026)
- Family Contexts and STEM Identity Development in Childhood (Deadline: 7 January 2027)
- Exploring Motivation and Self-Concept Across Learning Domains (Deadline: 15 January 2027)
- Artificial Intelligence in Assessment: Opportunities, Challenges, and Ethical Considerations (Deadline: 29 January 2027)
- Motivation and Emotions in Learning Processes (Deadline: 31 January 2027)
- Pedagogy of Wellbeing in Higher Education: Innovating Educational Practice to Support Student Mental Health (Deadline: 31 January 2027)
- The Affective, Cognitive, and Cultural Dimensions of Engagement with Computational Thinking and Emerging Technologies (Deadline: 16 February 2027)
- Addressing Cognitive and Emotional Barriers to School Attendance and Engagement (Deadline: 27 February 2027)
- Academic Anxieties and Coping Strategies—2nd Edition (Deadline: 15 April 2027)
