期刊名称：CONTEMPORARY EDUCATIONAL PSYCHOLOGY
 期刊简介(About the journal)
投稿须知(Instructions to Authors)
编辑部信息(Editorial Board)
About the journal
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Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of empirical research and the presentation of theory designed to either explicate or enhance the educational process. In addition, reviews of educational research are encouraged if the research being reviewed involves the application of psychological science to an important educational issue.
Features:
* Original research articles - covering both classroom and laboratory experiments as they emphasize problem solving
* Theoretical contributions - relating issues, comparisons, and analyses to the application of psychological methods and skills to the educational process
*Instructional techniques - reports on instructional techniques when the use of adequate controls demonstrates the validity of the findings
* Research critiques - reviews on selected educational topics reflecting implications for the field of educational psychology.
Bibliographic & ordering Information
ISSN: 0361-476X
Imprint: ACADEMIC PRESS
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Instructions to Authors
Contemporary Educational Psychology publishes articles that involve the application of psychological theory and science to the educational process. Of particular relevance are descriptions of, research reviews of, and the presentation of theory designed to either explicate or enhance the educational process. The journal publishes quantitative, qualitative, and single-subject design studies that involve the application of psychological science to an important educational process, issue, or problem.
The journal does not limit its scope to any age range. Articles dealing with the education of preschoolers, K-12 children, adults, and the elderly are all relevant if they apply psychological theory and science to the process of education. Likewise, articles that make a substantial contribution to the understanding of individual differences in the process of learning are also appropriate. The journal does not focus on a particular educational setting. Articles applying psychological theory and research methods in school settings, industry, or other formal or informal settings involving adults or children are relevant, assuming they are judged in the review process to advance the science of education.
Type of Articles Published in CEP
The journal publishes three types of articles: Research Studies, Brief Research Reports, and Reviews.
Research Studies report a quantitative, qualitative, or single-subject design study. Articles that contain multiple studies are seen as particularly desirable contributions. For quantitative studies, authors should report effect sizes. Methods for calculating and interpreting effect sizes are presented in Contemporary Educational Psychology in Volume 25 (Number 3) on pages 241-286.
Brief Research Reports are relatively short articles that provide a needed replication of a previous research effort or that extend the boundaries of earlier research. Brief Research Reports are initially submitted as full Research Studies and identified as Brief Research Reports during the review process.
Review Articles are primarily based on other published work and include reviews of existing literature, methodological reviews of research in a particular area, or theoretical presentations that advance or clarify psychological theory or science as it applies to education.
Electronic Submission
Authors should submit their articles electronically via the Elsevier Editorial System (EES) page of this journal (http://ees.elsevier.com/cedpsych). The system automatically converts source files to a single Adobe Acrobat PDF version of the article, which is used in the peer-review process. Please note that even though manuscript source files are converted to PDF at submission for the review process, these source files are needed for further processing after acceptance. All correspondence, including notification of the Editor's decision and requests for revision, takes place by e-mail and via the Author's EES homepage, removing the need for a hard-copy paper trail.
Submission Requirements
Manuscripts are accepted for review with the understanding that the same work has not been and is not currently submitted elsewhere, and that it will not be submitted elsewhere prior to the journal's making an editorial decision. At the time of submission, authors must notify the Editor if any part of the data on which their article depends has been published elsewhere. Moreover, it must be the case that submission of the article for publication has been approved by all of the authors and by the institution where the work was carried out; further, that any person cited as a source of personal communications has approved such citation. Written authorization may be required at the Editor's discretion. Articles and an other material published in Contemporary Educational Psychology represent the opinions of the author(s) and should not be construed to reflect the opinions of the Editor or the Publisher.
Upon acceptance of an article, authors will be asked to transfer copyright (for more information on copyright, see http://authors.elsevier.com). This transfer will ensure the widest possible dissemination of information. A letter will be sent to the corresponding author confirming receipt of the manuscript. A form facilitating transfer of copyright will be provided after acceptance.
If excerpts from other copyrighted works are included, the author(s) must obtain written permission from the copyright owners and credit the source(s) in the article. Elsevier has preprinted forms for use by authors in these cases: contact Elsevier Global Rights Department, P.O. Box 800, Oxford OX5 1DX, UK; phone: (+44) 1865 843830, fax: (+44) 1865 853333, e-mail: permissions@elsevier.com.
Preparation of the Manuscript
Allow ample margins and type double spaced throughout. Authors are requested to follow the instructions given in the most recent edition of the Publication Manual of the American Psychological Association. Each page of the manuscript should be numbered consecutively.
The title page (p. 1) should contain the article title, authors' names and complete affiliations, footnotes to the title, and the address for manuscript correspondence (including e-mail address and telephone and fax numbers). This data should appear on the title page only as manuscripts are sent out for blind review.
The second page (p. 2) should contain only the article title and footnotes to the title. These items should be placed in the same position as they were on the title page.
The abstract (p. 3) must be a single paragraph that summarizes the main findings of the paper in less than 150 words. After the abstract a list of up to 10 keywords that will be useful for indexing or searching should be included.
References in the text should be cited by author's surname and the year of publication, e.g., Hum (1994); Hum et al. (1993); Hum and St. Clair (1993, p. 128) (for references to a specific page); Hum & St. Clair (1993) (ampersand for references in parentheses). If more than one paper was published by the same author in a given year, the correct style is Smith (1985a) and Smith (1985b). References cited in the text should be listed alphabetically and typed double-spaced at the end of the article. Journal titles should be written out in full according to the form followed in the most recent edition of the Publication Manual of the American Psychological Association. Personal communications should be cited as such in the text and should not be included in the reference list. Please note the following examples:
Gagne, R. M., & Driscoll, M. P. (1988). Essentials of learning for instruction. Englewood Cliffs, NJ: Prentice-Hall.
Griffin, M. M., & Griffin, B. W. (1995, April). An investigation of the effects of reciprocal peer tutoring on achievement, self-efficacy, and test anxiety. Paper presented at the Annual Meeting of the National Consortium for Instruction and Cognition, San Francisco, CA.
Kulhavy, R. W., Schwartz, N. H., & Peterson, S. (1986). Working memory: The encoding process. In G. D. Phye & T. Andre (Eds.), Cognitive classroom learning: Understanding, thinking, and problem solving (pp. 115-140). Orlando, FL: Academic Press.
Zeidner, M., & Schleyer, E. J. (1999). The big-fish-little-pond effect for academic self-concept, test anxiety, and school grades in gifted children. Contemporary Educational Psychology, 24, 305-329.
Figures and Tables
All tables and figures should be grouped together at the end of the manuscript and numbered separately using Arabic numerals. Clearly visible notes within the text should indicate their approximate placement. The appropriate format for figures is described at the Author Gateway page mentioned above. Please see the EES web page (http://ees.elsevier.com/cedpsych) for full detailed instructions. If, together with your accepted article, you submit usable color figures, then Elsevier will ensure, at no additional charge, that these figures will appear in color on the Web (e.g., ScienceDirect and other sites) regardless of whether these illustrations are reproduced in color in the printed version. For color reproduction in print, you will receive information regarding the costs from Elsevier after receipt of your accepted article. For further information on the preparation of electronic artwork, please see http://authors.elsevier.com/artwork.
Preparation of Supplementary Material
Elsevier now accepts electronic supplementary material to support and enhance your scientific research. Supplementary files offer additional possibilities for publishing supporting applications, movies, animation sequences, high-resolution images, background datasets, sound clips, and more. Supplementary files supplied will be published online alongside the electronic version of your article in Elsevier Web products, including ScienceDirect (http://www.sciencedirect.com). To ensure that your submitted material is directly usable, please provide the data in one of our recommended file formats. Authors should submit the material in electronic format together with the article and supply a concise and descriptive caption for each file. Please note, however, that supplementary material will not appear in the printed journal. For more detailed instructions, please visit our Author Gateway at http://authors.elsevier.com, click on "Artwork instructions", and then click on "Multimedia files".
Proofs
Proofs will be sent to the corresponding author. To avoid delay in publication, only necessary changes should be made, and proofs should be returned promptly. Authors will be charged for alterations that exceed 10% of the total cost of composition.
Reprints
Twenty-five reprints will be provided to the corresponding author free of charge. Additional reprints may be ordered. A reprint order form will accompany your proofs.
Author Inquiries
For inquiries relating to the submission of articles please visit the Elsevier Author Gateway at http://authors.elsevier.com. The Author Gateway also provides the facility to track accepted articles and set up e-mail alerts to inform you of when an article's status has changed, as well as detailed artwork guidelines, copyright information, frequently asked questions, and more.
Editorial Board
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Editor: |
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| P.A. Alexander |
University of Maryland
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Editorial Board:
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| M. Ainely |
University of Georgia
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| S.M. Alessi |
University of Iowa
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| J. Algina |
University of Florida
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| E. Anderman |
University of Kentucky
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| R. Azevedo |
University of Maryland, College Park
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| L. Baker |
University of Maryland, BC
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| L. Bendixen |
University of Nevada, Las Vegas
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| S.L. Benton |
Kansas State University
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| M. Bong |
Ewha Womans University
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| R. Bruning |
University of Nebraska at Lincoln
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| M. Buehl |
University of Memphis
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| M. Chambliss |
University of Maryland at College Park
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| C.A. Chinn |
Rutgers University
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| H. Davis |
The Ohio State University
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| T. de Jong |
University of Twente, the Netherlands
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| J.A. Dole |
University of Utah
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| M.P. Driscoll |
Florida State University
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| R.S. Feldman |
University of Massachusetts
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| J. Fitzgerald |
University of North Carolina at Chapel Hill
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| H. Fives |
Texas Tech University
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| D. Geary |
University of Missouri at Columbia
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| S. Glynn |
University of Georgia
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| M. Grabe |
University of North Dakota
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| S. Graham |
University of Maryland, College Park
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| B.A. Greene |
University of Oklahoma at Norman
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| J.T. Guthrie |
University of Maryland
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| G.R. Hancock |
University of Maryland
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| J. Hattie |
University of Aukland, New Zealand
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| J.P. Holschuh |
University of Georgia
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| J. Husman |
Arizona State University, Tempe
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| W. Ian |
Texas Tech University
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| T. Jetton |
James Madison University
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| A. Kaplan |
Ben-Gurion University of the Negev, Israel
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| C.A.M. Kardash |
University of Nevada at Las Vegas
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| J.M. Kulikowich |
Pennsylvania State University
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| H. Marsh |
University of Western Sydney at Milperra, Australia
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| M.A. Mastropieri |
George Mason University
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| J. Meece |
University of North Carolina at Chapel Hill
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| R.B. Miller |
University of Oklahoma at Norman
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| P.K. Murphy |
Pennsylvania State University
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| S.L. Nist |
University of Georgia
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| E.M. Nussbaum |
University of Nevada at Las Vegas
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| F. Pajares |
Emory University
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| G.D. Phye |
Iowa State University
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| P.R. Pintrich |
University of Michigan
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| M. Pressley |
Michigan State University
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| T.G. Reio, Jr. |
University of Louisville
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| R.E. Reynolds |
Universtiy of Nevada at Las Vegas
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| D.H. Robinson |
University of Texas at Austin
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| U. Schiefele |
Universitaet Bielefeld, Germany
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| M. Schommer-Aikins |
Wichita State University
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| G. Schraw |
University of Nevada at Las Vegas
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| P. Schutz |
University of Georgia, Athens
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| G.M. Sinatra |
University of Nevada at Las Vegas
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| D. Speece |
University of Maryland
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| J.R. Surber |
University of Wisconsin at Milwaukee
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| H.L. Swanson |
University of California at Riverside
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| K. Theide |
University of Illinois at Chicago
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| G.A. Troia |
University of Washington at Seattle
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| T. Urdan |
Santa Clara University
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| S. Wade |
University of Utah
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| K. Wentzel |
University of Maryland, College Park
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| P.H. Winne |
Simon Fraser University, Canada
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| B.J. Zimmerman |
CUNY Graduate Center
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