Interdisciplinary Education and Psychology

Interdisciplinary Education and Psychology publishes papers that address different psychological aspects of educational processes and aims at making a significant contribution to understanding of advances in this precinct by placing great value on research methodology. We aim to publish research that has an international appeal to researchers. Authors can submit quantitative and qualitative papers, studies making a significant contribution to the understanding of learning processes, applying psychological methods in different settings, pre-school and special learning, informal or formal, or industry can also be considered.

Peer Review Statement:

All articles that reach us for consideration of publication in Interdisciplinary Education and Psychology undergo double-blind review by at least two anonymous reviewers.

Senior Editors

Jessyca B. Wagner

Radiologic Sciences
Midwestern State University, USA

Hsiu-Lan Shelley Tien

Department of Educational Psychology and Counseling
National Taiwan Normal University, Taiwan

Editorial Board

James Francis Woglom

Department of Art
Humboldt State University, USA

Paul Joseph Pace

Centre for Environmental Education and Research
University of Malta, Malta

Kalpana Sharma

Amity School of Physical Education & Sports Sciences
Amity University, India

Anthony Muriithi Ireri

Department of Educational Psychology
Kenyatta University, Kenya

Jaydene Kale'a Silva

Leeward Community College
University of Hawai'i, USA

Evangelos Manolas

School of Agricultural and Forestry Sciences
Democritus University of Thrace, Greece

Flavia Lecciso

Faculty of Education and Social Sciences
University of Salento, Italy

Neil Taylor

School of Education
University of New England, Australia

Mary Bailey Estes

Department of Educational Psychology
University of North Texas, USA

Marinella Majorano

Department of Philosophy, Education and Psychology
University of Verona, Verona, Italy

Holmes Finch

Department of Educational Psychology
Ball State University, USA

Bo Zhang

Department of Educational Psychology
University of Wisconsin–Milwaukee, USA

Karen C. Stoiber

Department of Educational Psychology
University of Wisconsin-Milwaukee, USA

HO Fiona Y.Y.

Department of Psychology
Education University of Hong Kong, China

Jocelyn H. Bolin

Department of Educational Psychology
Ball State University, USA

Hye-Jeong Choi

Georgia Center for Assessment
University of Georgia, USA

Maria Cristina Matteucci

Department of Psychology
University of Bologna, Italy

Garrett Albert Duncan

Department of Education
Washington University in St. Louis, USA

Fezile Özdamli

Faculty of Education
Near East University, Turkey

Serena Petrocchi

Institute of Communication and Health
University of Lugano, Switzerland

Michelle E. Bartlett

College of Education
North Carolina State University, USA

Emmanuel Manalo

Graduate School of Education
Kyoto University, Japan

Rachel Dryer

School of Psychology
Charles Sturt University, Australia

Daniel J. Henry

Auburn Center for Evaluation
Auburn University, USA

William Murrah

College of Education
Auburn University, USA

Toshi Sasao

Graduate School of Arts and Sciences
International Christian University, Japan

Sung-Taek Lim

College of Education
Kangwon National University, Korea

Elayne Proesel Colón

College of Education
University of Florida, USA

Margarita Huerta

Department of Educational and Clinical Studies
University of Nevada, USA

Suzanne Bester

Department of Educational Psychology
University of Pretoria, South Africa

Jerrell C. Cassady

Department of Educational Psychology
Ball State University, USA

Isabella E.M. Coetzee

Faculty of Humanities
Tshwane University of Technology, South Africa

Michio Nomura

Graduate School of Education
Kyoto University, Japan

Beverley Argus-Calvo

Educational Psychology and Special Services
The University of Texas at El Paso, USA

Anna López

Department of Counseling and Educational Psychology
New Mexico State University, USA

Lisa Cushing

Department of Special Education
University of Illinois at Chicago, USA

José-Ginés Mora Ruiz

Oxford Centre for Higher Education Policy Studies
University of Oxford, UK

Qiu Wang

Department of Higher Education
Syracuse University, USA

H. Michael Crowson

Department of Educational Psychology
University of Oklahoma, USA

David M. Shannon

College of Education
Auburn University, USA

Min Liu

Department of Educational Psychology
University of Hawai‘I at M?noa, USA

B. Gloria Guzmán Johannessen

College of Education
Texas State University, USA

Katherine S. Lee

College of Education
University of Nevada, Las Vegas, USA

Tiberio Garza

Department of Educational Psychology & Higher Education
University of Nevada, Las Vegas, USA

Milda Bredikyte

Department of Developmental and Educational Psychology
Lithuanian University of Educational Sciences, Lithuania

Radhi Al-Mabuk

Educational Psychology and Foundations
University of Northern Iowa, USA

Helen M. Hammond

Department of Educational Psychology and Special Services
University of Texas at El Paso, USA

Rachel Christiane Weber

Department of Educational & Counseling Psychology
and Special Education
University of British Columbia, Canada

Esra A. Kaskaloglu-Almulla

Bahrain Teachers College
University of Bahrain, Bahrain

Sean A. Forbes

Educational Psychology
Auburn University, USA

Scott Snyder

School of Education
University of Alabama at Birmingham, USA

Oladunmoye Enoch Oluwatomiwo

Department of Counselling and Human Development Studies
University of Ibadan, NIgeria

Rachel U. Mun

Department of Educational Psychology
University of North Texas, USA

Guidelines for Submission


Manuscript Preparation


Submission and Components

Submissions to Rivera journals should include the following:

  • Cover Letter
  • Manuscript
  • Figures and Tables
  • Supplemental Materials

Authors are encouraged to submit all the components as 'zip file', while submitting on our online system or via email as attachment.

Cover Letter should:

  • briefly summarize or provide an outline of your manuscript, and why it is a worthy contribution to the concerned journal;
  • specify the Rivera journal that your manuscript best pertains to;
  • indicate, if applicable, that it is submitted as a part of Special Issue;
  • specify the manuscript type (original research, review, etc.)
  • detail any previous interaction(s) with Rivera Publications (previously submitted)
  • specify all authors' information, including affiliation 
  • include acknowledgements and funding information (if applicable) and any competing interests

Authors

All persons who qualify for authorship should be listed as authors. However, corresponding author must ensure that the each author listed has substantially contributed or participated sufficiently in the work and is responsible for that particular portion of the manuscript. However, people who do not qualify for authorship should be listed in acknowledgements.

One author (corresponding author) should be listed with an asterisk, and should provide his or her email address. For the remaining authors, if applicable, following information should be included:

  • First name and last name
  • Complete affiliation, along with the country
  • Email address (optional, but mandatory for corresponding author)

For example:

Robert Ludwig1

Yale University, New Haven, Connecticut, United States

Acknowledgements

This should include all the people who have contributed toward the work in one way or the other. However, authors are required to ensure that people acknowledged should agree to being so named.

Funding Information

List all the sources of funding, including relevant research grant numbers, as applicable. Also, authors are encouraged to list all the contributing authors associated with specific funding, if applicable.

Conflict of interest

Corresponding author is required to provide a statement of conflict of interest on behalf of all the authors. For further information, please refer to our Conflict of Interest Policy page.

Optional information

While we are not obligated to use these or recommend to the concerned Editor(s), we do encourage authors to provide names and contact information of 2-4 external reviewers and, if applicable, 1-2 opposed reviewers.

Manuscript Layout

All Social Sciences journals do not have any arbitrary restrictions on the length of manuscript. Authors are encouraged to employ a standard and concise writing style. If you are not a native English speaker, we encourage you to utilize our language editing services or ask a native English speaking colleague for assistance.

All manuscript submissions should have the following sections:

  • Title
  • Abstract
  • Keywords
  • Main Text
    1. Introduction
    2. Materials and methods
    3. Results
    4. Discussion
    5. Conclusion(s)
    6. References

Title

The title should not exceed 200 characters and set in title case. The title should be concise, specific, and easily comprehensible to readers (even to the layman).

Abstract

The abstract should not exceed 300 words, and should be unstructured (without sub-heading such as objective, methodology, results, discussion, etc.). It should provide a clear description of the objective(s) of the study, demonstrate the methodology used, and summarize the study's prime conclusion(s). At the end, a statement regarding study's significance to a potentially wider audience should be included.

Keywords

Authors can provide 4-6 keywords. First letter of each keyword should be upper case, and keywords should be separated by semicolon (;).

References

Published work along with any citable items should be cited in the reference list. While we follow very stringent reference formats, authors need not to spend time formatting their reference. They can submit the manuscripts formatted in any reference style (style will be formatted once the manuscript is accepted for publication), but it is preferable that they adhere to the journal format.

For Social Sciences

Rivera follows APA style. All the items are listed numerically. If no author is given, reference should start with title followed by date.

Example journal article: Sohrabi, H. R., Weinborn, M., Badcock, J., Bates, K. A., Clarnette, R., Trivedi, D., ...Martins, R. N. (2011). New lexicon and criteria for the diagnosis of Alzheimer's disease. Lancet Neurology10(4), 299-300.

In-text citation: (Sohrabi et al., 2011)

Example journal article with DOI: Almeida, R. A., Dickinson, J., Maybery, M. T., Badcock, J. C., & Badcock, D. R. (2010). Visual search performance in the autism spectrum ii: The radial frequency search task with additional segmentation cues. Neuropsychologia48(14), 4117-4124. http://dx.doi.org/10.1016/j.neuropsychologia.2010.10.009

In-text citation: (Almeida, Dickinson, Maybery, Badcock, & Badcock, 2010)

Example journal article when DOI is not supplied: Anderson, M., & Reid, C. (2009). Don't forget about levels of explanation. Cortex: A Journal Devoted to the Study of the Nervous System and Behavior45(4), 560-561. Retrieved from ScienceDirect.

In-text citation: (Anderson & Reid, 2009)

Example book: The Australian Oxford dictionary (3rd ed.). (1999). Melbourne: Oxford University Press.

In-text citation: (The Australian Oxford dictionary, 1999)

Example book (Editor): Hallinan, M. T. (Ed.). (2006). Handbook of the sociology of education. New York: Springer.

In-text citation: (Hallinan, 2006)

Example book (2 or more authors): Day, D.V., & Antonakis, J. (Eds.). (2012). The nature of leadership (2nd ed.). Los Angeles, CA: Sage.

In-text citation: (Day & Antonakis, 2012)

Example conference proceeding: Balakrishnan, R. (2006, March). Why aren't we using 3D user interfaces, and will we ever? Paper presented at the IEEE Symposium on 3D User Interfaces. http://dx.doi.org/10.1109/vr.2006.148

In-text citation: (Balakrishnan, 2006)

Example government reports: Western Australia. Department of Health Nursing and Midwifery Office. (2013). Aboriginal Nursing and Midwifery Strategic Plan 2011-2015. Retrieved from http://www.nursing.health.wa.gov.au/projects/

In-text citation: (Western Australia. Department of Health Nursing and Midwifery Office, 2013).

Example podcast: Zijlstra, M. (Presenter). (2011, May 28). Natural semantic metalanguage [Audio podcast]. Retrieved from http://mpegmedia.abc.net.au/rn/podcast/2011/05/lin_20110528.mp3

In-text citation: (Zijlstra, 2011)

Example unpublished thesis: Lockhart, E. (2009). The physical education curriculum choices of Western Australian primary school teachers (Unpublished master's thesis). University of Western Australia.

In-text citation: (Lockhart, 2009)

Example published thesis: May, B. (2007). A survey of radial velocities in the zodiacal dust cloud. Bristol, UK: Canopus Publishing.

In-text citation: (May, 2007)

Example webpage: Australian Psychological Society. (2008). Substance abuse: Position statement. Retrieved from http://www.psychology.org.au/publications/statements/substance/

In-text citation: (Australian Psychological Society, 2008)


Figures and Tables

Figures and tables should be included in the main text (manuscript) to aid in the review process. However, for larger files (size exceeding 10 mb) must always be submitted separately (should be properly mentioned in the main text, wherever applicable).

Figure captions and legends

Figure files should be included in the main document, and not as supplemental materials. Figure caption should be preceded by the figure, while figure legends should immediately follow the figure. Figure captions should be concise (not to exceed 18 words) and set in bold type. All figures should be numbered in sequence, using Arabic numerals, for example Figure 1, Figure 2, etc.

Table captions and legends

Tables should be cited in ascending numeric order. Each table should be preceded by table caption (brief and specific; not to exceed 18 words), and immediately followed by table legends, if applicable, used to explain abbreviations and other supporting information about the data. Larger tables, however, can be submitted as supplemental materials.


Review Comments and Revision


Submission Instructions

While submitting a revised manuscript, the authors should include the following:

Revised manuscript (clean copy): Prepare a clean copy of your revised manuscript that does not show track changes. Rename this file as "Main Document".

Revised manuscript (marked-up copy): Include a copy of your manuscript file showing the changes you have made (track changes). Rename this file as "Manuscript with Track Changes".

Response to reviewers: Address the specific points made by each Reviewer and/or Editor. Include your responses to all the reviewers' and editors' comments and list the changes you have made to the manuscript. Rename this file as "Response to Reviewers".

Support Documents

Information integral to the comprehensive understanding of the manuscript, but is either too large to be included in the main document or due to any other reason, should be submitted as support materials, such as 3-D visualizations, interactive graphics, large tables and/or figures, and so on. However, authors should note that normal figures and tables should not be included under supplemental materials.

Articles in Press


Volume 1, Issue 1


The U.S. Coast Guard Academy American Service Academies Program Symposium: Advancing Leadership through Understanding the Holocaust 

Alina M. Zapalska, Erik Wingrove-Haugland, and Abram Trosky

Research: Interdisc Edu Psychol 1: 101

Jul 08, 2017   


Advancing Effective Leaders: An Example of the Management Education at the US Coast Guard Academy 

Alina M. Zapalska, Mike McCarty, Kimberly C. Young-McLear, and Tyler Kelley

Research: Interdisc Edu Psychol 1: 102

Jul 24, 2017   


The Effect of Conceptions of Assessment upon Reading Achievement: An Evaluation of the Influence of Self-efficacy and Interest 

Galvin T.L. Brown and K. Frank Walton

Research: Interdisc Edu Psychol 1: 103

Jul 24, 2017   


Correlates of Academic Resilience among Secondary School Students in Kiambu County, Kenya 

Cecilia N. Mwangi, Anthony M. Ireri and Elizabeth W. Mwaniki

Research: Interdisc Edu Psychol 1: 104

Jul 25, 2017   


Public vs. Private Cyberbullying Among Adolescents 

Benjamin P. Schade, Karen H. Larwin and David A. Larwin

Research: Interdisc Edu Psychol 1: 105

Aug 20, 2017   


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