About this Research Topic
Frontiers in Psychology is delighted to present the ‘Reviews in’ series of article collections.
This line is of great interest since it makes it possible to achieve transversal collaborations of all existing and new lines of research within the field of Educational Psychology. The maturity of a discipline is seen when reviews (eg, of theoretical or instructional models), systematic reviews, quantitative systematic reviews (with effect size calculations), meta-analyses, meta-meta-analyses, and the like begin to be necessary.
Multiple forms such as bibliographic mapping or other qualitative and quantitative analyses. Considering that this phase is the first necessary for the justification of any empirical research and for the design of any empirical research, it seems very interesting to support and collaborate with this line of the initiative.
There are many examples in each of the possible revision modalities, as well as other novel ones, some that require an analysis that is above all qualitative, and others that require analysis, in addition to qualitative, of a quantitative type.
The reviews must be specific to the topics, concepts, and problems of the specific conceptual domain of the Educational Psychology area. Contributions from scientific psychology in general, or especially cognitive or instructional or other psychological perspectives in Education. The following are examples for which systematic reviews (following Prisma guidelines) and/or meta-analysis will be welcomed:
1. Cognitive and instructional contemporary perspectives in educational psychology research (including reading, writing, and learning from text and other learning and instructional processes)
2. Learning and individual differences.
3. Assessment and intervention studies.
4. Socio-cultural and contextual perspectives in education.
5. Technology and educational processes.
The Reviews in Educational Psychology collection welcomes full-length, mini, or systematic review papers. New articles will be added to this collection as they are published. Please see details on the specific requirements for the different review article types.
This line is of great interest since it makes it possible to achieve transversal collaborations of all existing and new lines of research within the field of Educational Psychology. The maturity of a discipline is seen when reviews (eg, of theoretical or instructional models), systematic reviews, quantitative systematic reviews (with effect size calculations), meta-analyses, meta-meta-analyses, and the like begin to be necessary.
Multiple forms such as bibliographic mapping or other qualitative and quantitative analyses. Considering that this phase is the first necessary for the justification of any empirical research and for the design of any empirical research, it seems very interesting to support and collaborate with this line of the initiative.
There are many examples in each of the possible revision modalities, as well as other novel ones, some that require an analysis that is above all qualitative, and others that require analysis, in addition to qualitative, of a quantitative type.
The reviews must be specific to the topics, concepts, and problems of the specific conceptual domain of the Educational Psychology area. Contributions from scientific psychology in general, or especially cognitive or instructional or other psychological perspectives in Education. The following are examples for which systematic reviews (following Prisma guidelines) and/or meta-analysis will be welcomed:
1. Cognitive and instructional contemporary perspectives in educational psychology research (including reading, writing, and learning from text and other learning and instructional processes)
2. Learning and individual differences.
3. Assessment and intervention studies.
4. Socio-cultural and contextual perspectives in education.
5. Technology and educational processes.
The Reviews in Educational Psychology collection welcomes full-length, mini, or systematic review papers. New articles will be added to this collection as they are published. Please see details on the specific requirements for the different review article types.
Keywords: reviews, educational psychology, education
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
