Educational Psychology Review

, Volume 28, Issue 2, pp 215–223

Individual and Institutional Productivity in Educational Psychology Journals from 2009 to 2014

  • Hannah Greenbaum
  • Lisa Meyer
  • M Cecil Smith
  • Amanda Barber
  • Heather Henderson
  • David Riel
  • Daniel H. Robinson
Reflection on the Field

DOI: 10.1007/s10648-016-9360-8

Cite this article as:
Greenbaum, H., Meyer, L., Smith, M.C. et al. Educ Psychol Rev (2016) 28: 215. doi:10.1007/s10648-016-9360-8

Abstract

This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international.

Keywords

Productivity Educational psychology Journals Authors 

Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Hannah Greenbaum
    • 1
  • Lisa Meyer
    • 1
  • M Cecil Smith
    • 1
  • Amanda Barber
    • 1
  • Heather Henderson
    • 1
  • David Riel
    • 1
  • Daniel H. Robinson
    • 2
  1. 1.West Virginia UniversityMorgantownUSA
  2. 2.Learning SciencesThe University of Texas at AustinAustinUSA

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