A Historical Review of "Contemporary Educational Psychology" from 1995 to 2010

Autor/inn/en	Mitchell, Anita Witt; McConnell, John Robert, III
Titel	A Historical Review of "Contemporary Educational Psychology" from 1995 to 2010
Quelle	In: Contemporary Educational Psychology, 37 (2012) 2, S.136-147 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-476X
DOI	10.1016/j.cedpsych.2011.11.001
Schlagwörter	Participant Characteristics; History; Self Efficacy; Educational Psychology; Research Methodology; Motivation; Public Policy; Periodicals; Trend Analysis; Statistics; Citations (References); Individual Differences; Reading; Mathematics; Content Analysis; Journal Articles; Classroom Techniques + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Self-efficacy; Selbstwirksamkeit; Erziehungspsychologie; Pädagogische Psychologie; Research method; Forschungsmethode; psychologische; Motivation (psychologisch); Öffentliche Ordnung; Periodical; Journal; Zeitschrift; Fachzeitschrift; Periodikum; Trendanalyse; Statistik; Citations; Zitat; Individueller Unterschied; Leseprozess; Lesen; Mathematik; Inhaltsanalyse; Journal article; Zeitschriftenaufsatz; Klassenführung
Abstract	The major themes and trends represented by the articles published in "Contemporary Educational Psychology" (CEP) from 1995 to 2010 are reviewed in this paper. Included are the major topics, theoretical perspectives, participant characteristics, research methods and statistics used, and highly cited papers. The most frequently occurring topic category was individual differences, with motivation being the most common focus of these articles. Academic subjects, particularly reading and math, were also prevalent topics. The two most common theoretical perspectives were cognitive and social cognitive. This article discusses the many contributions of CEP over the past 16 years, including research in the areas of cognitive processing, teaching and learning, motivation, self-efficacy, and learning contexts and the potential for future contributions to theory development, public policy initiatives, and classroom practices. This information could assist authors considering submission of their work and consumers of educational psychology research considering the purchase of journal subscriptions. Researchers and practitioners in the field of educational psychology may also find this information helpful as they choose professional journals for routine review. (Contains 6 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10