When applying psychology in education, the study of learning processes, from both individual and contextual perspectives, allows researchers to understand students’ cognitive development, motivation, creativity, affect, and self-regulation, as well as their role in learning and performance.
In this special issue on “Individual and Contextual Determinants on Students’ Learning and Performance” of Educational Psychology, we aim to publish new contributions of psychology to further our understanding of learning and academic performance.
The focus will be on empirical studies that employ innovative approaches to address issues that have potential to shape the field. The following and other individual and contextual determinants on students’ learning and performance may be considered:
- Personality traits of intellect
- Motivation of learning
- Self-regulated learning
- Problem-based learning
- Development of learning potential
- Emotions towards learning
- Social influences/norms
Instructions for authors can be found here
Interested authors are invited to submit their abstracts online by email c/o Educational Psychology to Prof. Xiangdong YANG and Assoc. Prof. Yi JIANG, Guest Editors of the Special Issue: firstname.lastname@example.org. Please entitle the email subject as “Abstract Submission: Special Issue on Individual and Contextual Determinants on Students’ Learning and Performance”.
Full Manuscript Submission
Authors of successful proposal will be invited to submit manuscripts. All manuscripts must be submitted through the Manuscript Central Site
Please note the following dates:
Phase 1: Abstract Screening
Deadline for submitting abstracts: 17 August 2018 (Friday)
Authors of successful proposals will be notified by: 21 September 2018 (Friday)
Phase 2: Manuscript Review
Deadline for submitting completed manuscripts: 28 December 2018 (Friday)
Authors of successful submissions for the Special Issue will be notified by: 28 June 2019 (Friday)
Expected publication date: End 2019 to early 2020
The review process will follow the standard procedures of Educational Psychology, but will be managed by the Guest Editors. Each submitted manuscript will undergo a double-blind review process involving at least two reviewers.