Impact Factor
3.97
Journal Citation Impact
Estimated influence, citation density, publishing volume, and citation integrity from the analytics table.
Citation rate
5.65
872 total citations
h5-index
40
h5 depth signal
Cited share
85.4%
134 of 157
Total citations
872
Citation footprint
Metric signal
4.91
External metric anchor
Self-citation
3.4%
30 self-citations
Citations Trend
Monthly Publications Cadence
Citing Geographic Demographics
United Kingdom
164
China
131
Germany
129
United States
117
Australia
67
Citing Fields of Research
Education & Pedagogy
626
Psychiatry & Psychology
498
Linguistics & Language Studies
122
Neurosciences
102
Neurodevelopmental Disorders
39
Publishing Activity & Reach
Volume, recency, access pattern, and citing-community signals from the journal analytics record.
All-time article footprint
4,312
Articles tracked across the journal lifetime
Indexed publication set
157
134 cited publications
Last 12 months
94
7.8 publications/month
Open access share
69.1%
65 OA publications in the last year
Leading citing country
United Kingdom
164 citing publications
Leading citing field
Education & Pedagogy
626 citing publications
Latest tracked publication
20 October 2026
10 recent records available
Coverage & Indexing History
v35n3,Nov. 1965-
v35n3,Nov. 1965-
Active Coverage
Active Coverage
Research Focus & Classification
Indexed Subjects
Education & Pedagogy
Psychiatry & Psychology
Issuing & Sponsoring Bodies
Contributor
Association of Teachers in Colleges and Departments of Education (Great Britain)
Contributor
British Psychological Society
Contributor
Training College Association
Broad Categories
Education
Psychology
Education & Pedagogy
Psychiatry & Psychology
Neurosciences
MeSH Descriptors
Psychology, Educational
Latest Publications
Recent article records with DOI-first linking and condensed abstracts.
01
DOI 10.1111/bjep.70132
Open DOI
The effect of text–picture consistency on memory integration in college students: Evidence from ERPs
Background: In multimedia learning, individuals often need to integrate textual and visual information. The neural mechanisms underlying how consistency between text and pictures affects memory integration remain unclear. Aim: To examine...
02
DOI 10.1111/bjep.70130
Open DOI
Reciprocal relations between teachers' relational goals, students' conflict and boredom in German and mathematics classes
Background: Teachers' relational goals are important prerequisites of positive teacher–student relationships, in turn shaping students' emotional experiences during the learning process. However, the reciprocal nature of these interrelat...
03
DOI 10.1111/bjep.70129
Open DOI
Longitudinal and cross‐sectional perspectives on elementary school children's post‐error slowing in reading and arithmetic
Background: This study investigated the development of primary school children's error‐related adjustments in reading and arithmetic, both cross‐sectionally and longitudinally. Aims: We aimed to uncover monitoring‐based cognitive control...
04
DOI 10.1111/bjep.70128
Open DOI
The impact of teacher–student relationships on mental health and wellbeing in adolescents with poor reading and spelling skills
Background: Poor reading ability is associated with increased risk of internalizing symptoms (e.g., anxiety); however, social factors, including supportive relationships at school, may buffer against internalizing psychopathology or prom...
05
DOI 10.1111/bjep.70126
Open DOI
Reciprocal teacher–student transmissions: Linking teachers' emotions with students' emotions and relationship quality
Background: Reciprocal emotional transmissions between teachers and students have recently gained more research interest. Teacher–student relationship (TSR) quality is proposed to play an important role, but this transmission pathway lac...
06
DOI 10.1111/bjep.70127
Open DOI
Participation in extracurricular activities predicts academic growth and mediates socioeconomic inequalities in primary school
Background: Inequalities in achievement related to family socioeconomic status (SES) emerge early and often widen during out‐of‐school periods, partly due to disparities in access to educational resources such as extracurricular activiti...
07
DOI 10.1111/bjep.70125
Open DOI
Mathematics anxiety in a longitudinal perspective. Reciprocal effects with teachers' clarity of instruction and competence support after transition to secondary school
Background: Mathematics anxiety is negatively related to students' mathematics achievement and well‐being in school. Drawing on frameworks on instructional quality, emotion and motivation research, clarity of instruction and the competen...
08
DOI 10.1111/bjep.70124
Open DOI
Economic inequality and academic perseverance: Evidence from 73 countries
Background: Academic perseverance is important for educational success, yet research has focused mainly on individual and proximal environmental factors, with limited attention to broader socioeconomic contexts. Aims: This study examined...
09
DOI 10.1111/bjep.70121
Open DOI
Relations between teaching practices and students' achievement emotions in mathematics: The role of control and value
Background: Students' achievement emotions (AEs) are closely linked to their social environment. Consistent with control‐value theory (CVT), extensive research has confirmed the relevance of control and value appraisals as antecedents of...
10
DOI 10.1111/bjep.70114
Open DOI
Fitting in and feeling good: Reciprocal associations between peer acceptance and emotions in the classroom
Background: According to the control‐value theory of achievement emotions, the classroom social environment is an important antecedent of children's emotions, with emotions, in turn, influencing this environment. We focus on a in CVT lar...
Bibliographical & Catalog Notes
Also issued online.
Issued by the British Psychological Society and the Association of Teachers in Colleges and Departments of Education (formerly Training College Association).
Indexes: Vols. 1-10, 1931-40, with v. 10; Vols. 11-20, 1941-50, in v. 20, pt. 3; Vols. 1-30, 1931-60, with v. 30; Vols. 1-50, 1930 [i.e. 1931]-1980. 1 v.
Supersedes Forum of education.
Vol. 61, no. 1 (1991)19920824 Notice not published Printed on acid-free paper