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Contemporary Educational Psychology
Published by Elsevier.
ISSN 0361-476X / 1090-2384
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Aims & scope
Contemporary Educational Psychology publishes peer-reviewed research. Manuscripts pass a technical check and a scope check by the handling editor before going to independent reviewers.
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Recently published
To be ashamed or not to be ashamed? Profiles of pre-service teachers' shame in mathematics
DOI 10.1016/j.cedpsych.2026.102500 Lars Meyer-Jenßen, Malte Lehmann, Christin Laschke · 2026
Understanding science with citizen science: A randomized controlled field trial investigating the efficacy of a soil science intervention for promoting children's scientific reasoning
DOI 10.1016/j.cedpsych.2026.102502 Julia Maria Lange, Julia Schiefer, Carola Garrecht, Markus Kleinhansl, Steffen Seitz, Thomas Scholten, Ute Harms, Jessika Golle, Benjamin Nagengast, Ulrich Trautwein · 2026
Not all who avoid help are lost: The relations between help avoidance and performance in a digital learning platform
DOI 10.1016/j.cedpsych.2026.102505 Natalia S. Martin, Nicholas A. Vest, Avery H. Closser, Anthony F. Botelho · 2026
Beyond the classroom sample: Validating a STEM biographical data measure with online adult learners
DOI 10.1016/j.cedpsych.2026.102501 Brittany C. Bradford, Debshila Basu Mallick, Frederick L. Oswald, Margaret E. Beier, Richard G. Baraniuk · 2026
Contextual factors that contribute to school belonging for Indigenous middle and high school students: A mixed methods study
DOI 10.1016/j.cedpsych.2026.102506 Macy L. Bowman, Matthew T. McCrudden, Jimena Cosso · 2026
Parent learning-oriented responses to failure dampen math anxiety development at lower math achievement levels
DOI 10.1016/j.cedpsych.2026.102503 Zhe Wang, Connie Barroso, Minchao Wang, Nan Hu, Kyra Foley, Madelyn Molina · 2026
Corrigendum to “Mathematics motivation and sense of belonging among transgender and nonbinary college students” [Contemp. Educ. Psychol. 82 (2025) 102403]
DOI 10.1016/j.cedpsych.2026.102504 Kaitlyn Brown, Giulia A. Borriello, Sanjana Rahman, Jack Schmidt, Chloe U. Wawrzyniak, Matthew Kim, Cindy Jong, Benjamin Braun, Pooja Sidney · 2026
Accept, elaborate, modify, or no uptake?: Which peer feedback features matter?
DOI 10.1016/j.cedpsych.2026.102491 Xingshi Gao, Christian D. Schunn, Judith Gulikers, Seyyed Kazem Banihashem, Harm J.A. Biemans, Omid Noroozi · 2026
When do performance-approach goals undermine achievement? An experimental test of the goal complex model
DOI 10.1016/j.cedpsych.2026.102468 Corwin Senko, Sarah Pallone · 2026
Growth Feedback, Mastery-approach Goals, and Learning-related Outcomes: An Achievement Goal Perspective
DOI 10.1016/j.cedpsych.2026.102479 Faming Wang, Ronnel B. King, Andrew J. Elliot · 2026
Education intention profiles: Perceived teaching support as a predictor and associations with school completion
DOI 10.1016/j.cedpsych.2026.102488 Rebecca J. Collie, Andrew J. Martin, Alison Le, Anaïd Flesken · 2026
In their own words: How engineering transfer students discuss expectancies, values, and self-regulation when giving advice to peers
DOI 10.1016/j.cedpsych.2026.102466 Hye Rin Lee, Kevin F. Ramirez, Sotheara Veng, Teomara Rutherford, Jacquelynne S. Eccles · 2026
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