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SCHOOL PSYCHOLOGY INTERNATIONAL
ISSN：0143-0343

SCHOOL PSYCHOLOGY INTERNATIONAL

SCHOOL PSYCHOL INT
学科领域：心理学
是否预警：不在预警名单内
是否OA：否
录用周期：-
新锐分区：心理学3区
年发文量：15
影响因子：1.5
JCR分区：Q3
期刊官网：
投稿链接：

基本信息

-
0143-0343SCIE/SSCI/Scopus收录
1.5
点击查看最新影响趋势>
3
新
2026年3月发布
点击查看历史分区趋势    >
大类学科小类学科Top期刊综述期刊
心理学3区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
否
N/A
新
WOS期刊SCI分区  2024-2025最新升级版
按JIF指标学科分区收集子录JIF分区JIF排名百分位
学科：PSYCHOLOGY, EDUCATIONAL
SSCI
Q3
51/74
按JCR指标学科分区收集子录JCR分区JCR排名百分位
学科：PSYCHOLOGY, EDUCATIONAL
SSCI
Q3
53/74
暂无h-index数据
15
点击查看年发文量趋势图>
18%---PSYCHOLOGY, EDUCATIONAL-
6.7%
点击查看自引率趋势图>
时间预警情况
2026年03月发布的新锐学术版不在预警名单中
2025年03月发布的2025版不在预警名单中
2024年02月发布的2024版不在预警名单中
2023年01月发布的2023版不在预警名单中
2021年12月发布的2021版不在预警名单中
2020年12月发布的2020版不在预警名单中
100.00%12.5%-
CiteScore：4.50
SJR：0.889
SNIP：1.276
学科类别分区排名百分位
大类：Social Sciences
小类：Education
Q1
352 / 1620
大类：Social Sciences
小类：Developmental and Educational Psychology
Q2
117 / 367
大类：Social Sciences
小类：Psychiatry and Mental Health
Q2
218 / 580

期刊高被引文献

An updated meta-analysis on the effect of peer tutoring on tutors’ achievement
来源期刊：School Psychology InternationalDOI：10.1177/0143034318808832
Relation of teacher self-efficacy and classroom practices: A preliminary investigation
来源期刊：School Psychology InternationalDOI：10.1177/0143034318798045
Understanding the role of acculturative stress on refugee youth mental health: A systematic review and ecological approach to assessment and intervention
来源期刊：School Psychology InternationalDOI：10.1177/0143034318822688
Student and teacher perceptions on student-teacher relationship quality: A middle school perspective
来源期刊：School Psychology InternationalDOI：10.1177/0143034318807743
The impact of a brief, bullying bystander intervention on internalizing symptoms: Is gender a moderator of intervention effects?
来源期刊：School Psychology InternationalDOI：10.1177/0143034319830149
A multi-component wellbeing programme for upper secondary students: Effects on wellbeing, buoyancy, and adaptability
来源期刊：School Psychology InternationalDOI：10.1177/0143034318806546
Psychological capital is associated with higher levels of life satisfaction and school belongingness
来源期刊：School Psychology InternationalDOI：10.1177/0143034319838011
Cumulative risk and problem behaviors among Chinese left-behind children: A moderated mediation model
来源期刊：School Psychology InternationalDOI：10.1177/0143034319835255
Longitudinal influences of depressive moods on problematic mobile phone use and negative school outcomes among Korean adolescents
来源期刊：School Psychology InternationalDOI：10.1177/0143034319830452
Food insecurity and school performance among the left-behind children in rural China: Depression and educational expectation as mediators
来源期刊：School Psychology InternationalDOI：10.1177/0143034319869048
Perceived school kindness and academic engagement: The mediational roles of achievement goal orientations
来源期刊：School Psychology InternationalDOI：10.1177/0143034319854474
A global examination of peer-reviewed, scholarly journal outlets devoted to school and educational psychology
来源期刊：School Psychology InternationalDOI：10.1177/0143034319881474
Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach
来源期刊：School Psychology InternationalDOI：10.1177/0143034319827347
Mediating effect of psychological suzhi on the relationship between parental emotional warmth and personal belief in a just world
来源期刊：School Psychology InternationalDOI：10.1177/0143034318817897
Perfectionism and school anxiety: More evidence about the 2\u2009×\u20092 model of perfectionism in an Ecuadorian population
来源期刊：School Psychology InternationalDOI：10.1177/0143034319859047
School factors and anxiety disorder among Hispanic youth: Results from the 2016 US National Survey on Children’s Health
来源期刊：School Psychology InternationalDOI：10.1177/0143034319849621
Emotional intelligence as a moderator between perfectionism and happiness
来源期刊：School Psychology InternationalDOI：10.1177/0143034318807959
Identifying protective factors that potentially buffer the association between peer victimization and weapon-carrying behavior among US adolescents
来源期刊：School Psychology InternationalDOI：10.1177/0143034319843964
Differentiated content of verbal aggression: Effect of gender on insults in secondary schools in Poland
来源期刊：School Psychology InternationalDOI：10.1177/0143034319867745
Conducting research on nonsuicidal self-injury in schools: Ethical considerations and recommendations
来源期刊：School Psychology InternationalDOI：10.1177/0143034319827056
Investigating the relationship between social support and school burnout in Turkish middle school students: The mediating role of hope
来源期刊：School Psychology InternationalDOI：10.1177/0143034319866492
The perceived role of null results in school psychology research and publication
来源期刊：School Psychology InternationalDOI：10.1177/0143034319851230
Experiences of Arab heritage youth in US schools and impact on identity development
来源期刊：School Psychology InternationalDOI：10.1177/0143034319831057
The influence of behavioral and emotional characteristics on academic achievement of middle school students: A growth modeling approach
来源期刊：School Psychology InternationalDOI：10.1177/0143034319853010
Trajectories of academic burnout in adolescents after the Wenchuan earthquake: A latent growth mixture model analysis
来源期刊：School Psychology InternationalDOI：10.1177/0143034318810318
Development of curriculum-based measurements in mathematical computations for Arab-speaking fourth grade students
来源期刊：School Psychology InternationalDOI：10.1177/0143034318817078
Short-term training on working memory updating and metacognition in primary school: The effect on reading comprehension
来源期刊：School Psychology InternationalDOI：10.1177/0143034319881671
Evaluating contextually adapted reading interventions with third-grade, Costa Rican students experiencing significant reading difficulties
来源期刊：School Psychology InternationalDOI：10.1177/0143034318796875
Culturally informed gatekeeper training for youth suicide prevention in Guyana: A pilot examination
来源期刊：School Psychology InternationalDOI：10.1177/0143034319879477
Creativity fostering teacher behavior on student creative achievement: Mediation of intrinsic motivation and moderation of openness to experience
来源期刊：School Psychology InternationalDOI：10.1177/0143034319868271

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论文发表 2-4个月录用 7500+文章录用 不成功可退款
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2026年3月发布
大类学科小类学科Top期刊综述期刊
心理学3区
PSYCHOLOGY, EDUCATIONAL 心理学：教育
4区
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大类学科小类学科Top期刊综述期刊
心理学3区
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4区
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