《Psychology In The Schools》雜志的收稿范圍和要求是什么?
來源:優(yōu)發(fā)表網(wǎng)整理 2024-09-18 11:14:43 103人看過
《Psychology In The Schools》雜志收稿范圍涵蓋心理學(xué)全領(lǐng)域,此刊是該細(xì)分領(lǐng)域中屬于非常不錯的SCI期刊,在行業(yè)細(xì)分領(lǐng)域中學(xué)術(shù)影響力較大,專業(yè)度認(rèn)可很高,所以對原創(chuàng)文章要求創(chuàng)新性較高,如果您的文章質(zhì)量很高,可以嘗試。平均審稿速度 ,影響因子指數(shù)1.8,該期刊近期沒有被列入國際期刊預(yù)警名單,廣大學(xué)者值得一試。
具體收稿要求需聯(lián)系雜志社或者咨詢本站客服,在線客服團(tuán)隊(duì)會及時為您答疑解惑,提供針對性的建議和解決方案。
出版商聯(lián)系方式:Psychol. Schools
其他數(shù)據(jù)
是否OA開放訪問: | h-index: | 年文章數(shù): |
未開放 | -- | 259 |
Gold OA文章占比: | 2021-2022最新影響因子(數(shù)據(jù)來源于搜索引擎): | 開源占比(OA被引用占比): |
17.27% | 1.8 | 0.07... |
研究類文章占比:文章 ÷(文章 + 綜述) | 期刊收錄: | 中科院《國際期刊預(yù)警名單(試行)》名單: |
96.14% | SCIE、SSCI | 否 |
歷年IF值(影響因子):
歷年引文指標(biāo)和發(fā)文量:
歷年中科院JCR大類分區(qū)數(shù)據(jù):
歷年自引數(shù)據(jù):
發(fā)文統(tǒng)計
2023-2024國家/地區(qū)發(fā)文量統(tǒng)計:
國家/地區(qū) | 數(shù)量 |
USA | 271 |
CHINA MAINLAND | 28 |
Canada | 15 |
Australia | 9 |
Spain | 9 |
South Korea | 8 |
England | 5 |
Italy | 5 |
Netherlands | 5 |
Israel | 4 |
2023-2024機(jī)構(gòu)發(fā)文量統(tǒng)計:
機(jī)構(gòu) | 數(shù)量 |
STATE UNIVERSITY SYSTEM OF FLORI... | 25 |
UNIVERSITY OF MINNESOTA SYSTEM | 15 |
UNIVERSITY OF NORTH CAROLINA | 15 |
BALL STATE UNIVERSITY | 13 |
UNIVERSITY OF MASSACHUSETTS SYST... | 11 |
UNIVERSITY OF CALIFORNIA SYSTEM | 10 |
PENNSYLVANIA COMMONWEALTH SYSTEM... | 9 |
UNIVERSITY OF TEXAS SYSTEM | 9 |
CALIFORNIA STATE UNIVERSITY SYST... | 8 |
OHIO STATE UNIVERSITY | 8 |
近年引用統(tǒng)計:
期刊名稱 | 數(shù)量 |
J EDUC PSYCHOL | 157 |
PSYCHOL SCHOOLS | 135 |
CHILD DEV | 104 |
SCHOOL PSYCHOL REV | 80 |
SCHOOL PSYCHOL QUART | 75 |
J SCHOOL PSYCHOL | 65 |
DEV PSYCHOL | 55 |
J PERS SOC PSYCHOL | 51 |
STRUCT EQU MODELING | 42 |
J LEARN DISABIL-US | 41 |
近年被引用統(tǒng)計:
期刊名稱 | 數(shù)量 |
PSYCHOL SCHOOLS | 135 |
FRONT PSYCHOL | 99 |
J SCHOOL PSYCHOL | 64 |
SCH MENT HEALTH | 58 |
SCHOOL PSYCHOL QUART | 53 |
J CHILD FAM STUD | 47 |
SCHOOL PSYCHOL REV | 44 |
PSYCHOL BULL | 41 |
INT J ENV RES PUB HE | 36 |
J AUTISM DEV DISORD | 35 |
近年文章引用統(tǒng)計:
文章名稱 | 數(shù)量 |
Student engagement and mathemati... | 10 |
Remaining connected in the face ... | 10 |
Can social support buffer the as... | 9 |
Cross-informant agreement of chi... | 8 |
Family and nonfamily support in ... | 8 |
Teacher-student relationships, p... | 8 |
The impact of personal character... | 8 |
Mindfulness-based SEL programmin... | 7 |
Investigating the theoretical st... | 7 |
External locus-of-hope, well-bei... | 6 |
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