教育心理学——期刊分析

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心理学研究期刊评析

心理学研究期刊评析心理学研究期刊是心理学领域的重要学术资源，它们发表了大量的研究成果和理论分析，对于推动心理学的发展起到了至关重要的作用。

本文将对几种心理学研究期刊进行评析，包括其特点、质量和影响力等方面，以帮助读者更好地了解和选择适合自己阅读和研究的期刊。

一、《American Psychologist》（《美国心理学家》）《American Psychologist》是美国心理学会（APA）旗下的官方期刊，是国际心理学界最具影响力的期刊之一。

该期刊发表了研究心理学的各个领域的原创性研究、综述和评论。

它具有以下特点：1.高质量的研究：《American Psychologist》发表的文章经过严格的同行评审，对研究的科学性和方法学进行了严谨的把控，保证了研究的可信度和准确性。

2.全面的研究领域：该期刊关注的研究领域广泛，涵盖了临床心理学、社会心理学、认知心理学等多个方向，读者可以从中获取到多个研究领域的最新进展。

3.权威性和国际性：作为心理学领域的顶级期刊之一，文章的质量和影响力备受认可，而且该期刊的国际影响力也非常大。

二、《Journal of Personality and Social Psychology》（《个性与社会心理学杂志》）《Journal of Personality and Social Psychology》是关注个性心理学和社会心理学的顶尖期刊之一。

该期刊以其对人类个性、情绪、态度、社会互动等方面的研究为主，被广大心理学学者视为理想的发表平台。

具有以下特点：1.前沿研究成果：期刊发表的文章通常包含最新的研究成果和重要的理论突破，对于推动个性心理学和社会心理学的研究具有重要意义。

2.理论分析和实证研究并重：该期刊对于理论性的研究和实证性的研究平衡发展，既强调理论对于现象的解释，又注重实证研究的验证性和实用性。

3.自洽的研究范式：期刊要求研究具有良好的内部逻辑和一致性，研究设计和方法需严谨，研究结果需可复制，从而增强了文章的可信度和可靠性。

SSCI收录教育心理学学科45种期刊知识讲解

SSCI收录教育心理学学科期刊45种SOCIAL SCIENCES CITATION INDEX - PSYCHOLOGY, EDUCATIONALJOURNAL LISTTotal journals: 451. APPLIED MEASUREMENT IN EDUCATION 《教育实用测度》美国QuarterlyISSN: 0895-7347LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS, 325 CHESTNUT STREET, STE 800, PHILADELPHIA, USA, PA, 191062. BEHAVIORAL DISORDERS 《行为障碍》美国QuarterlyISSN: 0198-7429COUNCIL CHILDREN BEHAVIORAL DISORDERS, COUNCIL EXCEPTIONALCHILDREN, 1110 NORTH GLEBE RD, ARLINGTON, USA, VA, 22201-57043. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 《英国教育心理学杂志》英国QuarterlyISSN: 0007-0998BRITISH PSYCHOLOGICAL SOC, ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER, ENGLAND, LEICS, LE1 7DR4. CHILD DEVELOPMENT 《儿童发育》英国BimonthlyISSN: 0009-3920BLACKWELL PUBLISHING, 9600 GARSINGTON RD, OXFORD, ENGLAND, OXON, OX4 2DQ5. COGNITION AND INSTRUCTION 《认知与教导》美国QuarterlyISSN: 0737-0008LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS, 325 CHESTNUT STREET, STE 800, PHILADELPHIA, USA, PA, 191066. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 《当代教育心理学》美国QuarterlyISSN: 0361-476XACADEMIC PRESS INC ELSEVIER SCIENCE, 525 B ST, STE 1900, SAN DIEGO, USA, CA, 92101-44957. CREATIVITY RESEARCH JOURNAL 《创造力研究杂志》英国QuarterlyISSN: 1040-0419ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN8. DISCOURSE PROCESSES 《交流过程》美国BimonthlyISSN: 0163-853XLAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS, 325 CHESTNUT STREET, STE 800, PHILADELPHIA, USA, PA, 191069. DYSLEXIA《诵读困难》英国QuarterlyISSN: 1076-9242JOHN WILEY & SONS LTD, THE ATRIUM, SOUTHERN GATE, CHICHESTER,ENGLAND, W SUSSEX, PO19 8SQ10. EARLY EDUCATION AND DEVELOPMENT 《早期教育与发育》英国QuarterlyISSN: 1040-9289ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN11. EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 《教育与心理测量》美国BimonthlyISSN: 0013-1644SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 9132012. EDUCATIONAL PSYCHOLOGIST《教育心理学家》美国QuarterlyISSN: 0046-1520LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS, 325 CHESTNUT STREET, STE 800, PHILADELPHIA, USA, PA, 1910613. EDUCATIONAL PSYCHOLOGY 《教育心理学》英国BimonthlyISSN: 0144-3410ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN14. EDUCATIONAL PSYCHOLOGY REVIEW《教育心理学评论》美国QuarterlyISSN: 1040-726XSPRINGER/PLENUM PUBLISHERS, 233 SPRING ST, NEW YORK, USA, NY, 1001315. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 《欧洲教育心理学杂志》葡萄牙QuarterlyISSN: 0256-2928INST SUPERIOR PSICOLOGIA APLICADA, RUA JARDIM DO TABACO, 34, LISBOA, PORTUGAL, 1149-04116. INFANCIA Y APRENDIZAJEQuarterlyISSN: 0210-3702FUNDACION INFANCIA APRENDIZAJE, NARANJO DE BULNES, 69 CIUDALCAMPO, SAN SEBASTIAN DE LOS REYES, MADRID, SPAIN, 2870717. INSTRUCTIONAL SCIENCE 《教学科学》荷兰BimonthlyISSN: 0020-4277SPRINGER, VAN GODEWIJCKSTRAAT 30, DORDRECHT, NETHERLANDS, 3311 GZ18. JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY 《日本教育心理学杂志》日本QuarterlyISSN: 0021-5015JAPANESE ASSOC EDUCATIONAL PSYCHOLOGY, UNIVERSITY OF TOKYO HONGO, BUNKYO-KU, TOKYO, JAPAN, 11319. JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES《智力残疾实用研究杂志》英国QuarterlyISSN: 1360-2322BLACKWELL PUBLISHING, 9600 GARSINGTON RD, OXFORD, ENGLAND, OXON, OX4 2DQ20. JOURNAL OF COUNSELING PSYCHOLOGY《咨询心理学杂志》美国QuarterlyISSN: 0022-0167AMER PSYCHOLOGICAL ASSOC, 750 FIRST ST NE, WASHINGTON, USA, DC,20002-424221. JOURNAL OF CREATIVE BEHAVIOR 《创造性行为杂志》美国QuarterlyISSN: 0022-0175CREATIVE EDUCATION FOUNDATION INC, 289 BAY RD, HADLEY, USA, MA,0103522. JOURNAL OF EARLY INTERVENTION 《早期干预杂志》美国QuarterlyISSN: 1053-8151COUNCIL EXCEPTIONAL CHILDREN, 1110 N GLEBE RD, ARLINGTON, USA, VA, 22201-570423. JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION 《教育和心理咨询杂志》英国QuarterlyISSN: 1047-4412ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN24. JOURNAL OF EDUCATIONAL MEASUREMENT 《教育测量杂志》英国QuarterlyISSN: 0022-0655BLACKWELL PUBLISHING, 9600 GARSINGTON RD, OXFORD, ENGLAND, OXON, OX4 2DQ25. JOURNAL OF EDUCATIONAL PSYCHOLOGY《教育心理学杂志》美国QuarterlyISSN: 0022-0663AMER PSYCHOLOGICAL ASSOC, 750 FIRST ST NE, WASHINGTON, USA, DC,20002-424226. JOURNAL OF EXPERIMENTAL EDUCATION 《实验教育杂志》美国QuarterlyISSN: 0022-0973HELDREF PUBLICATIONS, 1319 EIGHTEENTH ST NW, WASHINGTON, USA, DC, 20036-180227. JOURNAL OF LITERACY RESEARCH 《读写能力研究杂志》美国QuarterlyISSN: 1086-296XLAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS, 325 CHESTNUT STREET, STE 800, PHILADELPHIA, USA, PA, 1910628. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 《心理教育评定杂志》美国QuarterlyISSN: 0734-2829SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 9132029. JOURNAL OF RESEARCH IN READING 《阅读研究杂志》英国SemiannualISSN: 0141-0423BLACKWELL PUBLISHING, 9600 GARSINGTON RD, OXFORD, ENGLAND, OXON, OX4 2DQ30. JOURNAL OF SCHOOL PSYCHOLOGY 《学校心理学杂志》英国QuarterlyISSN: 0022-4405PERGAMON-ELSEVIER SCIENCE LTD, THE BOULEVARD, LANGFORD LANE,KIDLINGTON, OXFORD, ENGLAND, OX5 1GB31. JOURNAL OF THE LEARNING SCIENCES 《学习科学杂志》英国QuarterlyISSN: 1050-8406ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 4 PARK SQUARE, MILTON PARK, ABINGDON, ENGLAND, OXFORDSHIRE, OX14 4RN32. LEARNING AND INDIVIDUAL DIFFERENCES 《学习与个体差异》荷兰QuarterlyISSN: 1041-6080ELSEVIER SCIENCE BV, PO BOX 211, AMSTERDAM, NETHERLANDS, 1000 AE33. LEARNING AND INSTRUCTION 《学习与指导》英国BimonthlyISSN: 0959-4752PERGAMON-ELSEVIER SCIENCE LTD, THE BOULEVARD, LANGFORD LANE,KIDLINGTON, OXFORD, ENGLAND, OX5 1GB34. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 《咨询与开发服务的量化与评估》美国QuarterlyISSN: 0748-1756AMER COUNSELING ASSOC, 5999 STEVENSON AVE, ALEXANDRIA, USA, VA,22304-330035. PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT 《教育与授课心理学》德国QuarterlyISSN: 0342-183XERNST REINHARDT GMBH CO VERLAG, KEMNATENSTRASSE 46, MUNICH 19,GERMANY, D-8063936. PSYCHOLOGY IN THE SCHOOLS 《学校心理学》美国QuarterlyISSN: 0033-3085JOHN WILEY & SONS INC, 111 RIVER ST, HOBOKEN, USA, NJ, 0703037. PSYCHOLOGY OF MUSIC 《音乐心理学》美国QuarterlyISSN: 0305-7356SAGE PUBLICATIONS INC, 2455 TELLER RD, THOUSAND OAKS, USA, CA, 9132038. READING AND WRITING 《读与写》荷兰MonthlyISSN: 0922-4777SPRINGER, VAN GODEWIJCKSTRAAT 30, DORDRECHT, NETHERLANDS, 3311 GZ39. READING RESEARCH QUARTERLY 《阅读研究季刊》美国QuarterlyISSN: 0034-0553INT READING ASSOC, 800 BARKSDALE RD P O BOX 8139, NEWARK, USA, DE, 1971440. SCHOOL PSYCHOLOGY INTERNATIONAL 《国际学校心理学》英国QuarterlyISSN: 0143-0343SAGE PUBLICATIONS LTD, 1 OLIVERS YARD, 55 CITY ROAD, LONDON, ENGLAND, EC1Y 1SP41. SCHOOL PSYCHOLOGY QUARTERLY 《学校心理学季刊》美国QuarterlyISSN: 1045-3830AMER PSYCHOLOGICAL ASSOC, 750 FIRST ST NE, WASHINGTON, USA, DC,20002-424242. SCHOOL PSYCHOLOGY REVIEW 《学校心理学评论》美国QuarterlyISSN: 0279-6015NATL ASSOC SCHOOL PSYCHOLOGISTS, 4340 EAST WEST HWY, STE 402,BETHESDA, USA, MD, 2081443. VOPROSY PSIKHOLOGII《心理学问题》俄罗斯BimonthlyISSN: 0042-8841MEZHDUNARODNAYA KNIGA, 39 DIMITROVA UL., MOSCOW, RUSSIA, 11309544. ZEITSCHRIFT FUR ENTWICKLUNGSPSYCHOLOGIE UND PADAGOGISCHE PSYCHOLOGIE 《发育心理学与教育心理学杂志》德国QuarterlyISSN: 0049-8637HOGREFE & HUBER PUBLISHERS, ROHNSWEG 25, GOTTINGEN, GERMANY, D-3708545. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 《教育心理学杂志》瑞士Tri-annualISSN: 1010-0652VERLAG HANS HUBER, LANGGASS-STRASSE 76, BERN 9, SWITZERLAND, CH-3000。

教育类中文核心期刊目录索引

教育类中文核心期刊目录索引
一、目录索引
以下是一些教育类中文核心期刊的目录索引，按照各个领域进行分类：
1. 教育心理学
- 《心理学报》
- 《心理科学》
- 《应用心理学》
- 《心理发展与教育》
2. 教育管理与政策
- 《教育科学》
- 《教育学报》
- 《教育评论》
- 《教育评估研究》
3. 教育技术与远程教育
- 《现代远程教育研究》
- 《教育科技论坛》
- 《远程教育杂志》
- 《教育技术与应用》
4. 教师教育与教师专业发展
- 《教师教育研究》
- 《中国教师教育》
- 《教师发展研究》
- 《教师教育论坛》
5. 教育经济与教育财政
- 《教育研究》
- 《教育理论与实践》
- 《中国高教研究》
- 《教育政策与管理》
6. 教育评价与测量
- 《基础教育质量研究》
- 《教育测量与统计》
- 《教育评估研究与信息化》
- 《教育测评》
二、使用提示
- 目录索引仅提供了一些教育类中文核心期刊的范例，实际上还有很多其他优秀期刊可供选择。

- 在查找索引中的期刊时，您可以根据自己的研究领域或具体的研究课题进行选择。

- 当您找到感兴趣的期刊后，您可以进一步浏览期刊的目录和文章摘要，以确定是否与您的研究内容相关。

希望这份教育类中文核心期刊目录索引对您的学术研究有所帮助！。

心理学研究的综合刊物心理学评论期刊评价

心理学研究的综合刊物心理学评论期刊评价心理学研究的综合刊物——心理学评论期刊评价心理学评论期刊是心理学领域重要的学术出版物，对于推动心理学研究和学术交流具有重要意义。

本文将对心理学评论期刊进行评价，并对其综合性、质量、影响力以及跨学科交叉性等方面进行探讨。

一、综合性与学科覆盖广度心理学评论期刊以其综合性而闻名，涵盖广泛的心理学研究领域。

无论是认知心理学、社会心理学、发展心理学还是临床心理学，都可以在心理学评论期刊中找到相关的研究成果和学术观点。

对于心理学研究者而言，这种综合性的特点使得心理学评论期刊成为一个了解和掌握各个子领域最新研究进展的重要渠道。

二、论文质量与学术水平心理学评论期刊对投稿论文的质量要求极高，在同行评审的过程中，专家学者会对论文的学术水平、方法论的科学性以及研究结果的可靠性进行审查。

这种高标准的审核机制保证了心理学评论期刊发表文章的质量，并提高了整个领域的学术水平。

在心理学研究者的职业发展中，能够在心理学评论期刊上发表高质量论文往往是衡量学术成就和声誉的重要标志。

三、影响力与引用频次心理学评论期刊作为心理学领域的重要刊物，具有较高的影响力和引用频次。

一方面，心理学评论期刊发表的论文能够被全球范围内的心理学研究者广泛阅读和引用，从而推动相关领域的学术交流和合作。

另一方面，心理学评论期刊的影响力也反过来影响了心理学研究者的职业发展。

在学术评价和申请职位等方面，发表在心理学评论期刊上的论文往往被认为具有更高的学术权威度和影响力，从而提高了学者的竞争力。

四、跨学科交叉性心理学评论期刊不仅关注心理学领域内的研究，还包容和鼓励与其他学科的交叉研究。

心理学与神经科学、教育学、社会学等学科之间存在紧密的联系和相互影响，通过在心理学评论期刊上发表跨学科研究成果，可以促进学科之间的交流和融合，推动心理学的跨学科发展，为解决现实问题提供更全面和有效的解决方案。

总结起来，心理学评论期刊作为心理学研究的综合性刊物，在综合性、论文质量、影响力和跨学科交叉性等方面具有重要意义。

心理学学报期刊评析

心理学学报期刊评析心理学学报是一本专注于心理学研究的期刊，旨在促进心理学领域的学术交流和知识传播。

本文将对心理学学报进行评析，通过对其发表论文的特点、学术水平以及学术影响力的研究，以期为读者提供对该期刊的深入了解和评价。

1. 期刊概况心理学学报是由某心理学研究机构主办的权威学术期刊，每期包含若干篇心理学方向的研究论文。

该期刊创办于20xx年，以其高质量的学术研究和严格的学术审稿而享有盛誉。

2. 发表论文特点心理学学报着重发表与心理学研究相关的原创性研究论文，涵盖了心理学各个分支的研究领域。

该期刊的论文在选题上具有前瞻性和创新性，对学术界的研究方向有一定的引领作用。

3. 学术水平评价心理学学报在学术水平上一直保持着较高的水准。

首先，该期刊在论文的质量控制上非常严格，对每篇投稿的论文进行多轮匿名评审，确保论文的科学性和可信度。

同时，心理学学报也注重对研究方法的严谨性要求，对统计学分析等内容进行严密检验。

这使得该期刊发表的论文在方法学上较为可靠。

4. 学术影响力评价心理学学报具有较大的学术影响力。

首先，该期刊每期发表的论文内容涵盖了广泛的研究领域，为心理学的学术交流提供了重要的平台。

其次，心理学学报的论文被广泛引用和借鉴，对相关领域的研究起到积极推动作用。

最后，该期刊的学术声誉较高，经常被多个学术数据库收录，进一步提升了期刊和论文的可见度和影响力。

综上所述，心理学学报是一本具有很高学术水平和影响力的学术期刊。

它以其创新的选题和严格的审稿制度吸引了众多心理学领域的学者和研究者。

通过对该期刊的评析，我们可以更好地了解心理学学报的特点和学术价值，进一步推动心理学领域的研究和发展。

我国心理学期刊h指数分析

表 1 的数据同时反映出我国心理学期刊的 h 指数相对较低。分析其原因，主要包括以下几点：
1）数据来源造成的影响。本文 h 指数的计算基于 CSSCI 来源数据，统计的是 CSSCI 来源刊载论文引用文献的情况，并非我国所有期刊的引用，因此这就受到 CSSCI 收录刊数量的限制。由于 CSSCI 仅入选 7 种心理学期刊，刊载论文数量有限，使得心理学论文被引数量不多；
我国心理学期刊 h 指数分析
王昊陈凤娟李轩
［摘要］本文以 CSSCI（ 1998 ～ 2007）引文数据为基础，计算了 14 种中文心理学学术期刊的 h 指数，并从 h 指数
排名、与绝对被引次数和相对影响因子的对比以及 Hirsch 核心等方面对计算结果进行深入分析。
［关键词］h 指数；期刊评价；心理学； Hirsch 核心
2）心理学多学科性质的影响。心理学是一门独立的学科，但是它与其他若干学科都具有非常紧密的关系。很多心理问题同时也是医学问题，经常需要借助医学手段来解决心理问题，以保持人的心理健康。正是由于心理学的多学科相关性质，导致心理学研究文献经常会被其他学科，特别是医学等所引用，而医学又是自然科学范畴，不在 CSSCI 收录范围内；
被引篇次 2855 2003 1235 1077 755 571 301 296 250 158 37 9 7 7
H 指数排名 2 1 3 4 5 6 8 7 10 9 11 11 13 13
从表 2 可看出：按被引篇次排序与按 h 指数排序的结果基本相同，除了个别期刊前后交换位置外，如《心理科学》与《心理学报》，《应用心理学》与《心理学探新》以及《心理与行为研究》与《健康心理学杂志》等，其他期刊的排序没有变化。《心理学报》的 h 指数明显高于其他期刊，然而其被引次数却明显低于《心理科学》，失去了其在心理学领域绝对老大的学术地位，究其原因，主要有两个：一是载文量影响。2008 年以前，《心理学报》和《心理科学》均是双月刊，然而前者 1998 － 2007 年共载文 948 篇，而后者在同时间段载文 3121 篇，是前者的 3 倍强；二是高被引论文数量差异。相对《心理学报》，《心理科学》文献被引用情况较为平均，高被引文献不多，导致其被引篇次高而 h 指数较低，而《心理学报》优秀文献（被引文献）比例高，h 指数排名领先被引篇次排名。类似的还有《心理与行为研究》，该刊创刊时间短，载文量少，导致其总被引篇次少，但是由于优秀文献的比例相对较高，使得其 h 指数排名比被引次数排名相对较高。

教育心理学杂志文章分析

学生参与的预测者：认知挑战、教师支持、教师阻碍本论文研究的目的是探索高中理科课堂中学生的认知挑战、教师支持、教师阻碍与学生短暂的学术参与之间的关联性。

具体来说,这项研究主要是调查研究以下问题：(a)理科课上学生在多大程度上经历着挑战,教师支持、教师阻碍？；(b)高中理科课堂中学生的认知挑战、教师支持、教师阻碍与学生短暂的学术参与之间有关联性吗？；(c)第二个问题的关联性是由学生的性别和年级指定影响的？本论文从教师支持和教师阻碍的工具维度和情感维度分别进行测试，分析测试所得的挑战和参与之间的关系是否会受到教师支持、教师阻碍、个人的特点如性别、年级的影响。

本研究所选样本为223名学生，其中男生占54%，女生46%；抽取一所高中的十一个班级：其中生物，化学和物理课分别有三个班，两个班是一般的科学课；这些样本白人占40%，黄种人占40.4%，黑人11.8%；这些课的教师，5名男教师，6名女教师。

最终的调查结果显示学生的认知挑战与他们参与的科学学习活动的报告次数呈正相关的关系，同时教师的工具性支持与学生的参与挑战的水平也是呈正相关的关系。

尽管教师提供情感支持没有预测出学生的参与意识，但是教师的情感阻碍与学生的参与有着负相关的关系。

教师的工具性阻碍与学生参与的关联性不大，只是学生在课堂上认知有着更大挑战的时候这种关联性才显示出来。

性别和年级对于学生挑战和参与都有着一定影响。

论文结论是学生学术参与是多维和时刻波动的，本文的最后结语部分讨论了有关于影响未来的研究和教学实践。

该研究也有一定的局限性，首先学生样本相对多元化（种族、民族、社会经济地位）另外样本相对较少这一事实,从而可能会限制研究结果的普遍性；第二个局限是研究设计排除了教师教学行为和学生参与之间的因果关系；第三个局限是尽管研究是可靠和基于客观标准的,但由于研究范围太广而很难探索出教师支持或阻碍的意图或层级的程度；最后是由于其相对很少发生，教师工具性和情感性阻碍在处理的过程中就混入了，两种潜在的不同类型的阻碍行为——有目的破坏和忽视。

心理学期刊简介

研究及其应用方面的论文、报告和评论。
《Psychology & Marketing》，《心理学和营销学》研究影响营销决策的社会、
经济和文化最新动向，剖析消费者心理。本刊的读者对象是市场研究人员、广告
客户与广告商、心理学家、社会学家等。
《American Psychologist》，《美国心理学家》美国心理学会志。除发表心理
《Psychological Abstracts》，《心理学文摘》从1O00多种英文期刊和部分图
书中摘录心理学及其相关学科的最新文献，年文摘量40000多件。每期均有作者
和主题索引。（WG）
《Psychological Review》，《心理学评论》述评心理学各领域最重要的新理论。
口，《心理学报》不仅在中国心理学界享有很高的声誉，在国际上也有一定影响。
该刊的文章摘要被美国心理学会主办的《Psychological Abstract》和心理科学数
据库（PsycINFO Database）所收录。
《心理学报》刊号为ISSN 0439-755X，CN11-2610/B，国内外发行（国内邮
等。主要面向的读者为临床心理学工作者、心理学工作者、医务人员、儿童保
健、教育、司法鉴定、学校卫生、人事管理、人才开发以及其它特殊职业（体育、
航空、军事）工作人员。
《中国临床心理学杂志》刊号为ISSN 1005-3611, CN 43-1214/R, 国内外公
开发行，国内邮发代号 42-122，国外发行代号 4619-QR。编辑部地址：410011
（0571）8081002 。
5．《中国心理卫生杂志》
为R74B84双核心期刊，办刊方向是心理卫生领域的科学研究与人文探讨。

教育心理学：实验心理学教育的国际期刊

This article was downloaded by: [71.176.22.233]On: 25 June 2013, At: 08:28Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UKEducational Psychology: AnInternational Journal of ExperimentalEducational PsychologyPublication details, including instructions for authors andsubscription information:/loi/cedp20Motivational cost aspects of physicaleducation in middle school studentsXihe Zhu a & Ang Chen ba Department of Human Movement Sciences, Darden College ofEducation, Old Dominion University, Norfolk, VA, USAb Department of Kinesiology, University of North Carolina,Greensboro, NC, USAPublished online: 08 Apr 2013.PLEASE SCROLL DOWN FOR ARTICLEMotivational cost aspects of physical education in middle school studentsXihe Zhu a *and Ang Chen baDepartment of Human Movement Sciences,Darden College of Education,Old Dominion University,Norfolk,VA,USA;b Department of Kinesiology,University of North Carolina,Greensboro,NC,USA(Received 10February 2011;ﬁnal version received 5December 2012)Expectancy value theory presumes that learners ’motivation is determined by their expectancy beliefs and task values associated with learning tasks.This study examined students ’cost and its relation to expectancy beliefs,other task value components in physical education.Middle school students (N =593)from 11schools completed the expectancy-value questionnaire.Qualitative analysis of students ’responses to open-ended questions showed motivational cost originated from curriculum content,instructional conditions/elements,physical discomfort,lack of social support and competence and teacher factors.Chi-square analysis suggests that students ’motivational cost is associated with their hypothetical choices of attending physical education.Motivational cost was found to be neg-atively associated with other task value components,but not with expectancy beliefs.Keywords:cost;expectancy belief;task value;motivation1.IntroductionFor a better understanding of learner motivation from the expectancy-value perspec-tive,it is necessary not to only investigate positive functions from expectancy beliefs and task values but also to explore impact of factors that counter these functions (Eccles &Wig ﬁeld,2002).Determining the function of cost,a unique component of task value articulated in the expectancy-value theory (Eccles,1983;Wig ﬁeld &Eccles,2000)affords us the opportunity to explore what might de-moti-vate students.A number of studies have provided much evidence about expectancy beliefs,attainment value,intrinsic value,utility value and their motivational func-tions in physical education (Chen &Liu,2009;Chen,Martin,Ennis,&Sun,2008;Goudas,Dermitzaki,&Bagiatis,2001;Xiang,McBride,Guan,&Solmon,2003;Xiang,McBride,&Bruene,2004;Zhu &Chen,2010)and other academic areas (Eccles,1983;Fredricks &Eccles,2002;Jacobs,Lanza,Osgood,Eccles,&Wig ﬁeld,2002;Simpkins,Davis-Kean,&Eccles,2006;Wig ﬁeld &Guthrie,1997).However,the understanding about cost is limited due to the lack of empirical evi-dence,because most studies on the expectancy-value constructs did not include cost as a variable (Wig ﬁeld,Tonks,&Klauda,2009).To further understanding about*Corresponding author.Email:x2zhu@Educational Psychology ,2013/10.1080/01443410.2013.785043Ó2013Taylor &FrancisD o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013expectancy-value theory,we intended in this study to examine student cost aspect and its relation to expectancy beliefs,attainment value,intrinsic value and utility value in the domain of physical education.1.1.Expectancy beliefs and task valuesMotivation signi ﬁes what moves students and the direction of their move (Pintrich,2003).There are multiple motivational theories existing in the realm of educational psychology (Alexander &Winne,2006).In this study,we chose to focus on expec-tancy-value theory.The expectancy-value theory presumes that students ’motivation is primarily determined by their expectancy beliefs and task values (Eccles,1983;Eccles &Wig ﬁeld,2002).Expectancy beliefs are de ﬁned as students ’beliefs about how well they can perform on upcoming tasks/activities,either in short-or long-term future.Expectancy-beliefs are conceived of as broad beliefs about one ’s com-petence in a given domain.Task values represent the subjective perception of worth associated with the tasks/activities.According to Eccles (1983),task values are determined not only by the characteristics of the task itself,but also by the needs,goals and subjective valuation of the person.She elaborated that there are four value-laden components of the task:(a)the attainment value,(b)the intrinsic/inter-est value,(c)the utility value and (d)the cost.Attainment value refers to the personal perceived importance of the doing well on the task (Eccles,1983).Intrinsic value refers to the inherit enjoyment that the individual perceives while being engaged in the activity.It is determined by the per-ceived interest that the individual may derive in the activity.Utility value refers to the perceived usefulness of the task for the individual ’s current and future goals and agenda.Utility value itself might not be related to the nature of the task at hand,yet it relates directly to the individual ’s internalised immediate and future goals (Eccles,1983).It was theorised and supported by empirical evidence that the attain-ment value,intrinsic value and utility value are positively related with expectancy beliefs.The last component,cost,represents the perceived negative perspectives associated with a task (Wig ﬁeld &Eccles,2000).In other words,cost could de-motivate students for taking part in an activity,while expectancy beliefs and other task value components act as positive motivators.1.2.Motivational costAccording to Eccles (1983),motivational cost derives from three primary sources:(a)perceived excessive effort associated with the task,(b)the perceived loss of time that could be used to accomplish other alternative activities and (c)psychological intolerance of potential failure of the task.Eccles (1983)believed that task values ought to be inversely related to cost assuming that individuals understand both the cost and the bene ﬁts of engaging in an activity.She assumed that individuals have a sense of how much effort that they think is worthwhile for various activities.As the amount of effort increases in relation to the amount of effort considered worth-while,the task values should decrease.In other words,one perceives high cost when the demand for effort is high.The second type of cost is perceived loss of time for other valued alternative tasks.It is also theorised as opportunity cost (cf.Buchanan,1969).That is,the time that could have been used for alternative activities,and has been lost because of2X.Zhu and A.ChenD o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013participating in one particular activity.In reality,students constantly face the temp-tation to carry out the alternative activities,thus reducing their motivation –a phe-nomenon described as motivational interference (Fries &Dietz,2007).Even contemplating about meeting with friends while studying would cause an internal con ﬂict for college students and thus could lead to incremental opportunity cost of learning (Grund &Fries,2012).A third type of cost includes negative effects due to unsuccessful experience in a task.Every achievement-related activity comes with a potential of failure.Accord-ing to Eccles (1983),the potential failure encompasses negative psychological effects as well as avoidance behaviour choices.When students encountered potential failure,they most likely would choose to avoid the task,if they were provided with such an option (Eccles,1983).School in many cases,however,is a restricted con-text not allowing such options to exist.Theorists (e.g.Covington &Beery,1976;Nicholls,1976)have suggested that in such a restricted context,students would exert necessary but minimal effort to just get through.They reasoned that this strat-egy has two advantages:ﬁrst,it prevents complete failure;second,it provides a face-saving attribution for lack of success or ability.To maintain self-esteem,stu-dents tend to think the face-saving attribution cost less than the attribution to lack of ability to succeed.1.3.Expectancy-value theory,achievement and behaviour choicesTo foster a positive motivation experience for the learner,Alexander (2006)argued that educators should understand the nature of effort because learning requires extended effort and persistence.Previous studies have shown that expectancy beliefs and task values contribute to learning achievements and positive achievement-related choices (Eccles,1983;Jacobs &Eccles,2000).Speci ﬁcally,expectancy beliefs have been identi ﬁed to predict students ’performances in various disciplines in schools,and task values (attainment,intrinsic and utility values)predict achieve-ment-related behavioural choices.Particularly in physical education,student achievements are normally evaluated by his/her sport skill pro ﬁciency,conceptual knowledge and other affective aspects in physical activity participation (National Association for Sport and Physical Education [NASPE],2004).Previous studies reported that students ’expectancy beliefs were found to predict their engagement and running performance in physical education (Xiang et al.,2003,2004).How-ever,Zhu and Chen (2010)reported that expectancy beliefs and task values contrib-uted little to student learning in ﬁtness knowledge and fundamental psychomotor skills,as measured by the change in pre-and post-tests.Attainment,intrinsic,and utility values were reported to predict student effort (e.g.persistence)and future behavioural choices to participate in running programmes (Xiang et al.,2004)and after-school physical activities (Chen &Liu,2009).Cost,as an important component of the task values,has been theorised to have negative impact on achievement behaviour in education (Eccles,1983).Anderson (2000)found that cost was signi ﬁcantly correlated with female students ’other task values.Chen et al.(2008)reported that 69%of elementary-school students per-ceived four factors in physical education classes as cost to their motivation:undesir-able curriculum content 68%,negative teacher behaviour 6%,negative peer behaviour 14%,and physical discomfort 12%.Despite the cost,all elementary stu-dents in Chen et al.’s (2008)study responded that they would choose to attendEducational Psychology 3D o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013physical education.The results of these studies have offered initial evidence on stu-dents ’cost aspect and its relation to expectancy-value motivation and behaviour choices.Yet the inter-relation between students ’cost,expectancy beliefs,task val-ues,as well as behaviour choices remains unclear.Particularly for middle-school students,no known study has been reported on what constitutes cost to their moti-vation and whether or not the cost interacts with students ’expectancy beliefs and other task value components in physical education.The purpose of this study,therefore,was to explore middle-school students ’moti-vational cost aspects of attending physical education and their relation to their expec-tancy beliefs,other task value components,and behavioural choices.Speci ﬁcally,this study sought to address the following research questions:(a)what constitutes middle school students ’motivational cost for attending physical education?(b)does students ’motivational cost aspect relate to their expectancy beliefs and other task value compo-nents about physical education?and (c)does students ’motivational cost associate with their choices in physical education?By addressing these questions,we believe the ﬁndings will deepen our understanding on students ’cost aspect,and its function in motivation and behavioural choices in the domain of physical education.2.Method2.1.ParticipantsBecause motivational cost has been under-researched with no speci ﬁc quantitative measure available,we used an open-ended qualitative method for data collection.The participants were 593(out of 854;69.44%)middle school students who pro-vided legible responses to the open-ended questions about cost aspects in expec-tancy-value questionnaire (EVQ).The other students (30.56%)wrote no response for the open-ended questions were not included in this study.The students were in sixth,seventh and eighth grades from a strati ﬁed sample of 11schools from a large district in the US.Their mean age was 12.25(SD =.99).Included in the sample,48.74%of students are male and 51.26%are female.The sample included 14.3%Asian,16.4%African American,17.0%Hispanics,43.5%Caucasian and 8.8%from other ethnic groups,representing a diverse population in the school dis-trict.In order to test whether the participants of this study (n =593)can still rep-resent the original sample,a descriptive analysis on students ’demographic vari-able ethnicity was conducted to compare with the original sample.Ethnicity was chosen as the auxiliary variable because the cost variables in the dataset were sis As shown in Table 1,students who did provide responses to the open-ended questions were similar with the ethnic makeup of those who did not (dropout),suggesting that the missing values were not systematic.We also scanned through the dataset to ensure that the missing values were not from a single class/school.In addition,we compared students ’expectancy beliefs and task values between students who provided responses and those who did not write any response using independent sample t -tests.The results showed no signi ﬁcant difference in expectancy beliefs or task values (p P .10)between those who provided responses to the open-ended questions and those who did not.4X.Zhu and A.ChenD o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 20132.2.Research contextThe physical education curriculum implemented in the school district was skill-cen-tred with a strong emphasis on standardised assessment,in consistent with the NASPE (2004)standards.On average,the middle-school students had 225min of physical education each week,ranging from 200to 245min.The minutes were scheduled into 40min daily lessons or 90min lessons every other day (A/B day schedule).Sport-centred psychomotor skills,ﬁtness concepts and physical activity dispositions were emphasised.Sport-centred psychomotor skills and strategies were instructed using a variety of methods including Sport Education and Tactical Games .Fitness concepts and physical activity principles were either organised in independent units or integrated into sport-related content.Because the curriculum emphasised evidence-based teaching and learning,assessment became an important component of the curriculum.The explicit standards from NASPE (2004)were used in the assessment to evaluate students ’ﬁtness knowledge,psychomotor learning,and psychological dispositions.2.3.Variables and measures2.3.1.Expectancy beliefs and task valuesIn this study,we used EVQ (Eccles &Wig ﬁeld,1995)to measure students ’expec-tancy beliefs and task values about physical education.Expectancy beliefs were measured using the ﬁrst ﬁve questions and task values using the following six ques-tions using a ﬁve-point Likert scale (with 5=‘very important ’,and 1=‘not impor-tant ’).An example question that measures students ’attainment value follows:‘Compare to maths,reading,and science,how important is it for you to learn physi-cal education (PE)content?’Students were allowed to choose only one of the ﬁve choices.Zhu and Chen (2010)reported Cronbach ’s alpha for expectancy beliefs and task values ranging from .66to .89for middle-school students.Studies by Zhu,Sun,Chen,and Ennis (2012)reported its construct validity and reliability among middle school students in that the measurement model of EVQ was preserved very well among 903sixth,seventh,and eighth grade students from 13middle schoolsTable 1.Sample descriptors.Current sample (n )Current sample %Dropout sample %Gender Female 30451.2651.72Male 28948.7448.28EthnicityAfrican American 9716.4019.80Asian 8514.3012.80Hispanic 10117.0018.10White 25843.5041.50Other 528.809.20Grade Sixth 19833.3934.11Seventh 20033.7332.95Eighth 19532.8832.94Total593100.00100.00Educational Psychology5D o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013with a latent structural reliability coef ﬁcient Rho (ρ)=.906.These studies suggested that EVQ can be used to measure the expectancy beliefs and task values of middle-school students in physical education.In this study,Cronbach ’s alpha values for expectancy beliefs,attainment value,intrinsic value,and utility value were calcu-lated to be .83,.75,.88,and .84,respectively.2.3.2.Cost and behavioural choicesCost represents the perceived negative perspectives associated with participating in activities (Eccles,1983).Question 12in EVQ is an open-ended question that asked students whether or not there was anything that they did not like in physical educa-tion and why they did not like it.In responding to the question,students were asked to describe the negative aspects that they perceived when attending physical education (i.e.the cost to their motivation),as well as the potential sources that led to the negative perception.When students addressed why they perceived the nega-tive aspects of physical education,their answers could reveal whether excessive effort,negative psychological meaning and/or other sources of cost existed in physi-cal education.For question 13,students were asked whether or not they were still going to choose to attend physical education if they were given an opportunity to choose not to,and why.Question 13presented a hypothetical choice because physical educa-tion was mandatory for middle-school students who in fact did not have a choice.Nevertheless,the question gave the students a chance to articulate their hypothetical choices and whether there was perceived opportunity cost.That is,whether students thought the time spent in physical education should be used for other alternative tasks.When students answered that they would not choose to attend physical educa-tion and they would rather do some alternative tasks,opportunity cost was identi-ﬁed in the answers to question 13.These two open-ended questions were used to elicit students ’cost aspects and potential behavioural choices based on the cost.Middle school students have acquired suf ﬁcient cognitive ability to process sophisti-cated questions,express their thoughts,and understand subtle nuances (Anfara,Mertens,&Caskey,2007).Therefore,it was expected that the middle school stu-dents could understand and respond to these open-ended questions.2.4.Data collectionThe researchers and trained data collectors administered the EVQ.During data col-lection,students were required to sit apart and complete the questionnaire indepen-dently in gymnasia.Questions were read to the students during the data collection sessions and questions were immediately addressed.The EVQ was completed in the early spring semester 2009.All students participated in the data collection,but only the data from those students with parent consent to participate in the study were included in the dataset and analysed.2.5.Data analysis2.5.1.Qualitative analysis of student responsesStudents ’responses to the open-ended questions in EVQ were analysed using open coding approach to analysing a whole sentence or paragraph (Strauss &Corbin,6X.Zhu and A.ChenD o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 20131998).First,for each question,students ’responses of ‘yes ’and ‘no ’were counted.Second,when coding a sentence or paragraph students wrote,the data analyst asked,‘what is the major idea the student brought out in this sentence or paragraph in the context?’Then a code (i.e.a short name)was given to the sentence or para-graph and entered in a new string variable.Next,the codes in the new string vari-able were reassembled (e.g.‘sweating ’and ‘muscle pain ’)and grouped into broader categories (e.g.‘physical discomfort ’).This approach,according to Strauss and Cor-bin (1998),is ‘especially useful when the researcher already has several categories and wants to code speci ﬁcally in relation to them ’(p.120).In general,students ’written responses were very short,ranging from one to 23words.There were a few long sentences that sometime brought another reviewer for help.We qualitatively coded students ’responses for both open-ended questions in relation to Eccle ’s theo-rization and summarised the categories and themes in relation to motivational cost (Section 3.1.).Then,based upon Chen and Liu (2009)’s categorization and Eccles (1983)theo-rization as a framework,two data analysts used the above open coding approach coded all students ’responses.For example,one student responded:‘Yes.My mus-cles get hurt after exercise.’In coding this response,the analyst ﬁrst counted the response as ‘Yes ’.Then the sentence following ‘Yes ’was coded as ‘muscle hurt ’and entered into a string variable.Finally,‘muscle hurt ’along with other codes such as ‘sweat,uncomfortable ’was assembled as a broader category ‘physical discom-fort.’The open codes and category examples were summarised in Table 2.We then quantitatively analysed the categories in relation to expectancy beliefs,other task value components,as well as students ’achievements in physical education (Sec-tion 3.2.).To ensure reliability and trustworthiness of the coding process,the codes were entered into the string variable only when both analysts agreed on them (e.g.‘mus-cle hurt ’as in the above example:‘My muscles get hurt after exercise.’).In case the two data analysts could not agree upon the code name for a student ’s response,a third external reviewer was brought into read the response and assign it to one of the two codes provided by the two analysts.Then the open code that won two ana-lysts ’support was retained and entered into the string variable for further analysis.Overall,only 33responses for question 12and 22for question 13needed the third external reviewer for open coding.The calculated inter-rater agreements on open code level (Cohen ’s κ)were .93(SE =.01,p <.01),and .95(SE =.01,p <.01)respectively.3.Results3.1.Cost aspectsAs shown in Table 3,the results showed that 70.3%of the 593middle-school stu-dents reported negative aspects of attending physical education as cost.The students (29.7%)who reported no cost (i.e.no perceived negative aspect)indicated that they liked everything in physical education.For example,Mike 1(male eighth grader,average)responded that ‘No.I like everything in PE,nothing is wrong that we have fun playing activities.’Subsequently,Mike reported no motivational cost for attend-ing PE,responded to the second question with ‘I would always want to attend PE.’However,as summarised in Table 3and 70.3%of the students responded withEducational Psychology 7D o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013Table 2.Sample responses to open-ended questions and codes.Question #12:If there is anything that you do not like in PE,what would that be?Why?Students ’response Category Code None/nothing/I like everything in PE No cost 1Do not like certain sports/volleyball/soccer …Curriculum content 0Do not like ﬁtness activities/running/weight …Doing sports I am not good at Exercises boring/pointless/hard Doing/learning nothing in PE Doing surveys/written work Class is too short/long Instructional conditions/elementsExercise inside/outside No/limited choiceDressing/changing clothesEvaluation/ﬁtness testing/mile runNo supportive children/cheating/laughing at you Lack of social support and competenceNo friends with meChildren talking too much/disruptive People won ’t share equipmentExercise makes me out of breath Physical discomfort 0Muscle pain/sweat/uncomfortableCold/hot weather makes it uncomfortableTeacher treats students unfair/rudely Teacher factor 0Teacher does not teachTeacher force you do something you do not like /couldn ’t doTeacher yells at studentsNote 1.No perceived cost;0.Perceived cost aspect.Question #13:If you had a choice,would you rather not come to PE?Why?No,I would love come to PE Attend PE without givingspeci ﬁc reason1It is required/break from academics Academic grade/requirement 1PE is fun/I love sports Motivation for physicaleducation1Help me stronger/ﬁt/in shape/lose weight/spend my energy Utility/bene ﬁts of physical activity 1I would not come to PENot attend PE without giving speci ﬁc reason 2I do a lot of activities after-school,no need more Enough activity2I would not come,it is not fun/boring/useless/dif ﬁcult Content too dif ﬁcult/boring/not useful2I already know how to do/would take a different classOpportunity cost 2The teacher is rude/mean/unfair Teacher2Rather play sports elsewhereInstructional condition 2Yes/No.It would depend what I could do if I didn ’t come/what activity is offered.It depends 3I ’m not sure,PE is fun but my other classes are more importantNot sure3Note:1.Attend PE;2.Not attend PE;3.It depends/Not sure.8X.Zhu and A.ChenD o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013some cost aspects of attending physical education.The qualitative analysis on these responses of the negative perspective of physical education revealed ﬁve broad cate-gories:curriculum content,instructional conditions/elements,lack of social support and competence,physical discomfort,and teacher factor.3.1.1.Curriculum contentOne major source (42%)of students ’motivational cost came from the curriculum content,particularly the types of physical activity being offered in physical educa-tion.For instance,Natalie (female sixth grader,below average)wrote ‘Running the mile is not very fun,and neither is the weight room ’and Jose (male eighth grader,average)wrote ‘I don ’t like volleyball.It ’s boring ’For Natalie and Jose,they found the physical activities not interesting to them mainly because they thought the activ-ity was not fun.In another words,their motivational cost could come from the cur-riculum content.3.1.2.Instructional conditions/elementsAnother important source (18.7%)for students ’motivational cost was from the physical education instructional conditions/elements.For example,physical/ﬁtness testing became a cost aspect in physical education.Tim (male seventh grader,aver-age)wrote ‘I hate having tests in PE because it ’s supposed to be an elective.Also you ’re supposed to learn in PE by doing things,not having someone tell you and then have a test.We should be graded on participation.’Similarly,Myra (female seventh grader,low)wrote ‘I don ’t like the mile run test.’Some wrote the class was to short or too long.Others did not want to change for physical education or did not like to exercise inside or outside.Overall,the special instructional condi-tions/elements of physical education became the source of the students motivational cost.3.1.3.Physical discomfortA unique source of students ’motivational source for attending physical education was the physical discomfort associated with exercises and the weather occasionally;even though there was only small percentage of students (5.2%)wrote about it.For instance,Steven (sixth grader,above average)thought muscle pain was the only negative aspect for him when attending physical education classes;he explained ‘I love PE except my muscles hurt after exercise.’Other students mentioned uncom-fortable situations of breathing,sweat,and exercising in cold/hot weather as theirTable 3.Frequencies of cost aspects (perceived negative aspects)of physical education.Cost CodeFrequency Percent (%)Total (%)No costLike everything in physical education 17629.729.7Perceived costCurriculum content2494270.3Instructional conditions/elements 11118.7Lack of social support/competence 31 5.2Physical discomfort 5.8Teacher factor213.5Educational Psychology9D o w n l o a d e d b y [71.176.22.233] a t 08:28 25 J u n e 2013。

教育心理学类核心期刊名录

教育心理学类核心期刊名录
本文档旨在提供教育心理学领域的核心期刊名录，以供相关研
究工作者参考。

以下是一些备受认可和广泛引用的教育心理学期刊：
1. 《教育心理学杂志》（Journal of Educational Psychology）：
涵盖了教育心理学的各个方面，包括研究、教学、评估和心理咨询
等领域。

2. 《教育研究评论》（Review of Educational Research）：该期
刊发表高质量的教育研究综述文章，涵盖了教育心理学的广泛范围。

3. 《英国教育研究杂志》（British Journal of Educational Psychology）：专注于发表英国教育心理学领域的原创研究论文和
综述文章。

4. 《应用心理学期刊》（Journal of Applied Psychology）：虽
然主要关注应用心理学，但该期刊也发表了一些与教育和研究相关
的研究。

5. 《教育与心理研究》（Educational and Psychological Research）：发表优秀的教育与心理研究论文，包括心理测量、评估和教育政策等领域。

这些期刊在教育心理学领域有很高的影响力，并经过同行评议保证了其研究质量和学术可信度。

研究人员可以通过这些期刊来获取最新的教育心理学研究成果，并向其投稿自己的原创研究。

注意：本文档的信息来源于教育心理学领域的权威机构和学术社区，但期刊的排名和影响力可能会随时间变化。

因此，在确定投稿目标之前，请确保参考最新的资料和学术意见。

心理学研究的重要参考资料心理学前沿期刊介绍

心理学研究的重要参考资料心理学前沿期刊介绍心理学研究的重要参考资料-心理学前沿期刊介绍在当今快速发展的信息时代，科学研究领域的交流和发展变得更加迅速和广泛。

尤其是在心理学领域，前沿期刊作为学术界最权威和专业的发表渠道之一，扮演着极其重要的角色。

本文将为您介绍几种心理学前沿期刊，探讨它们的特点以及对心理学研究的重要性。

一、Advances in Psychological Science（心理科学进展）Advances in Psychological Science是一本由中国心理学会主办的心理学前沿期刊，创刊于1993年。

这本期刊每年出版6期，致力于推动心理学研究的前沿进展。

期刊内容广泛覆盖了心理学各个领域，包括认知心理学、社会心理学、发展心理学、临床心理学等。

Advances in Psychological Science以其严谨的学术态度和高质量的文章而闻名，每篇论文都经过多位专家的严格审稿和评审，确保其学术水准。

它为研究者提供了一个分享研究成果、交流科学观点的平台，为心理学研究者提供了重要的参考和指导。

二、Journal of Applied Psychology（应用心理学杂志）Journal of Applied Psychology是一本国际知名的心理学前沿期刊，于1917年创刊。

该期刊的主要研究方向为应用心理学，关注心理学在实际环境中的应用和影响。

Journal of Applied Psychology不仅关注理论研究，还非常重视心理学在实践中的应用效果。

期刊发表的论文围绕着工作场所、组织管理、领导力以及人力资源等方面展开研究，为实际工作环境中的决策提供科学依据和建议。

这本期刊对于工商管理领域、人力资源管理研究以及组织心理学等领域的学者和从业人员来说，都提供了非常重要的参考资料，是应用心理学研究者不可或缺的资源。

三、Developmental Psychology（发展心理学）Developmental Psychology是美国心理学会主办的一本知名期刊，创刊于1969年。

教育学专业的学术期刊推荐

教育学专业的学术期刊推荐教育学作为一门重要的学科领域，学术研究扮演着至关重要的角色。

在教育学的学术研究中，学术期刊是学者们交流思想、分享研究成果的重要渠道。

然而，面对数量繁多的学术期刊选择，选择适合自己研究领域的期刊变得尤为重要。

本文将推荐一些教育学专业的学术期刊，供广大教育学学者和研究者参考。

1. Journal of Educational Psychology（教育心理学杂志）Journal of Educational Psychology是一本由美国心理学会出版的刊物，重点关注教育心理学的研究。

该期刊涵盖了广泛的教育心理主题，包括教学方法、学习动机、教育评估等。

其发布的研究论文以实证研究为主，对于教育心理学领域的学者和专业人士具有重要的参考价值。

2. American Educational Research Journal（美国教育研究期刊）作为美国教育研究协会旗下的官方期刊，American Educational Research Journal是一本广泛关注教育问题的高水平学术期刊。

该期刊聚焦于教育研究，包括教育政策、课程开发、教育评估等多个领域的研究。

其研究论文以理论和实证研究为主，为教育学学者提供了一个交流和分享研究成果的重要平台。

3. International Journal of Educational Development（国际教育发展期刊）International Journal of Educational Development是一本专注于全球教育领域的学术期刊。

该期刊关注教育发展的各个方面，包括教育政策、国际教育合作、教育公平等。

其研究论文涵盖了不同国家和地区的教育问题，为了解全球教育现状和未来发展趋势提供了重要参考。

4. Teaching and Teacher Education（教学与教师教育期刊）Teaching and Teacher Education是一本关注教育教学和教师教育领域的国际学术期刊。

教育心理学sci二区

教育心理学sci二区（最新版）目录1.教育心理学 sci 二区的概述2.教育心理学 sci 二区的重要性3.教育心理学 sci 二区的研究方向4.教育心理学 sci 二区的发展趋势正文教育心理学 sci 二区是教育心理学领域的一个重要分支，主要研究教育过程中学生的心理活动、心理发展和教育者的心理行为。

教育心理学sci 二区旨在通过研究人的心理过程，探索和解决教育实践中的问题，为提高教育质量和培养人才提供科学依据。

教育心理学 sci 二区的重要性体现在以下几个方面：首先，通过对学生心理发展的研究，教育者可以更好地了解学生的需求，制定更加科学合理的教育方案，为学生创造更加适宜的成长环境。

其次，通过对教育者心理行为的研究，可以提高教育者的教育教学水平，促进教育者的专业发展。

最后，教育心理学 sci 二区的研究可以为教育政策制定者提供参考，促进教育改革和发展。

教育心理学 sci 二区的研究方向主要包括：学生心理发展与教育、教育者的心理行为与教育效果、教育环境与学生心理健康、教育心理学的理论与方法等。

在这些研究方向的基础上，教育心理学 sci 二区的研究成果不断丰富，为教育实践提供了有力的支持。

随着社会的发展和科技的进步，教育心理学 sci 二区将面临更多的挑战和机遇。

未来的发展趋势主要表现在以下几个方面：首先，教育心理学 sci 二区的研究将更加注重跨学科的整合，借鉴其他学科的理论和方法，提高研究的深度和广度。

其次，教育心理学 sci 二区的研究将更加关注学生的个性化教育，注重培养学生的创新能力和综合素质。

最后，教育心理学 sci 二区的研究将更加重视信息技术的应用，借助大数据和人工智能等技术手段，提高研究的效率和质量。

总之，教育心理学 sci 二区在教育领域具有重要意义，其研究成果为教育实践提供了有力的支持。

教育心理学期刊分析优秀课件

热点话题
1
心理健康教育 48.8%
2
教师心理 20.93%
3
心理辅导 18.6%
4
职业伦理教育 9.3%
分析：09-11年热点话题变化
70 60 50 40 30 20 10
0 心理健康教育
教师心理
心理辅导
职业伦理
09年 10年 11年
变化：心理健康教育：比重由09年的46.15%上升至11年的62.5% 教师心理：比重由09年的30.77%下降至11年的12.5% 心理辅导：比重由09年的15.38%下降至11年的12.5% 职业伦理教育：比重由09年的15.38%逐年下降，截止至今年7月份所刊发的论文，已经没有该主题方面的文章
教育心理学期刊分析
教育导刊
《教育导刊》杂志创刊于1983年，是广州市教育局主管、广州市教育科学研究所主办的综合性教育理论刊物。
《教育导刊》是全国中文（教育类）核心期刊，同时也是《中国期刊网》全文收录期刊、《中国学术期刊（光盘版）全文收录期刊和《中国学术期刊综合评价数据库》统计来源期刊。
问题回顾
评论
1 涉及主题分析 2 研究方法
3 学科特点
心理健康重视程度↑ 学校注重心理辅导心理教育在校内进行
问卷、访谈、观察、实验
最普遍：调查法最新：行动研究少数：个案分析
交叉学科应用性强
教育心理内容主体分析
‘‘教师：工作压力大学生的变化对老师产生的后喻文化影响越来越注重在教学过程中运用教育心理学学生：升学、就业压力增大课程学习中的厌学情绪教学：教学内容对学生心理的影响（语文教学德育问题）教学过程中老师的教学风格对学生心理的影响
‘‘
拟写论文的主题

教育心理学sci二区

教育心理学SCI二区1. 什么是教育心理学？教育心理学是研究教育过程中与学习、教学、发展和评估相关的心理现象和过程的学科。

它探讨了学习者的认知、情感和社会发展，以及教师教学策略、教育环境和评估方法对学习和发展的影响。

教育心理学的目标是通过理解和应用心理学理论和研究，改善教育实践和学习成果。

2. SCI是什么？SCI（Science Citation Index）是美国科学信息研究所（Institute for Scientific Information，ISI）创建的一种文献检索系统，旨在提供科学研究文献的索引和引用信息。

SCI以期刊文章为主要收录对象，对全球范围内的科学期刊进行评估和分类，将其分为不同的影响因子区域，以反映期刊的学术质量和影响力。

3. SCI二区是什么意思？SCI将期刊分为四个区域，分别是SCI一区、SCI二区、SCI三区和SCI四区，根据期刊的影响因子和学术水平进行分类。

SCI二区是指影响因子居于中等水平的期刊，它们在学术界有一定的认可度和影响力，但相对于SCI一区的顶级期刊来说，仍然有一定的差距。

因此，SCI二区期刊的论文发表对于学者来说是一种较为重要的学术成果，也被认为是对学术研究的一定贡献。

4. 教育心理学SCI二区的意义是什么？教育心理学SCI二区意味着该领域的学术期刊在学术研究中具有较高的影响力和学术声誉。

发表在这些期刊上的研究成果可以得到广泛的关注和引用，从而促进学者之间的学术交流和合作。

对于教育心理学研究者来说，能够在SCI二区期刊发表论文也是一种学术荣誉，可以提升个人的学术声誉和职业发展。

5. 如何判断一个期刊是否属于教育心理学SCI二区？要判断一个期刊是否属于教育心理学SCI二区，可以通过以下方法进行查询：•访问SCI官方网站或相关数据库，搜索该期刊的名称，并查看其影响因子和所属区域。

•参考相关领域的学术指南或参考书籍，其中可能会提供关于期刊分类和影响因子的信息。

001教育心理学

学生 × 教师 × 教学内容 × 教学媒体 × 教学环境
教学是一个复杂的系统性过程, 该系统包含学生、教师、教学内容、教学媒体和教学环境等五种要素；包括学习过程、教学过程和评价／反思过程等三种密切交织在一起的活动过程。
学习过程
教学过程
评价／教学反思过程
(一)教学过程的基本要素 1．学生
三、教育心理学与相关学科的关系 (一)教育心理学与普通心理学、发展心理
学的关系
(二)教育心理学和课程与教学论的关系 (三)教育心理学与教育技术学的关系
四、教育心理学的作用

1．科学理论上的指导作用

(1)为教育现象提供不同于传统常识的新观点。
(2)为课堂教学提供理论性指导。

在教学过程的模式中，五种因素共同影响了三种过程，而且三种过程交织在一起，相互影响。学生的学习过程是以自身先前知识和学习发展水平为基础的，是在教学过程的背景下进行的，学习的进展因教学的质量而变化。反过来，教学过程要以学习过程为基础而进行，以促进学生的学习为着眼点。教学过程还要根据教师自身特点、教学内容的难易以及教学媒体和环境情况而加以调节。评价／反思过程随学习过程和教学过程的进行而侧重于不同方面，反过来又促进学习和教学过程，从而确保教学过程达到最好的效果。
心理学期刊(2)
《健康心理学杂志》《心理医生》《心理世界》《心理与健康》《中小学心理健康教育》《国外医学精神病学分册》《中国神经精神病杂志》《中华精神科杂志》《神经疾病与精神卫生》《中国健康月刊》以及各种电子刊物。

参考书目

(三)观察法观察法(observation)是指研究者通过感官或借助一定的科学仪器，在一定时间内有目的、有计划地记录、描述客观对象的表现来收集研究资料的一种方法。研究者在自然条件下对对象的行为进行观察、记录，不做任何控制和干预，这叫做自然观察。研究者在有意控制和干预的情境下对对象的表现进行观察，这叫做实验观察。为了使观察卓有成效，必须做到：第一，要有明确的观察目的，有计划按步骤地进行；第二，在自然观察中要尽可能使被观察者处于自然状态，观察者有时可以在隐蔽处通过纱屏、单向透光玻璃或电视等进行观察。观察法的优点是简易方便、自然真实，提高研究的可推广性；缺点是费时费力费财，难以深人。

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