《英國(guó)教育心理學(xué)雜志》發(fā)表的心理學(xué)研究對(duì)理解和實(shí)踐教育做出了重大貢獻(xiàn)，并在教育心理學(xué)相關(guān)理論方面推動(dòng)了該領(lǐng)域的發(fā)展。我們的目標(biāo)是發(fā)表對(duì)教育研究人員和實(shí)踐者具有廣泛國(guó)際吸引力的研究。我們歡迎實(shí)證和方法學(xué)論文、實(shí)驗(yàn)研究、課堂行為觀察、訪談和調(diào)查。選拔過(guò)程中的重要標(biāo)準(zhǔn)是辯論和執(zhí)行的質(zhì)量、表述的清晰性和教育意義。雖然我們傾向于發(fā)表更多的定量研究而不是定性研究，但我們歡迎嚴(yán)謹(jǐn)?shù)摹?shí)證的定性研究。

The British Journal of Educational Psychology publishes psychological research that makes a significant contribution to the understanding and practice of education as well as advances the field in terms of theory related to educational psychology. Our aim is to publish research which has a broad international appeal to researchers and practitioners in education. We welcome empirical and methodological papers, experimental studies, observations of classroom behaviours, interviews, and surveys. Important criteria in the selection process are quality of argument and execution, clarity in presentation, and educational significance. Although we tend to publish more quantitative than qualitative studies, we welcome rigorous, empirical qualitative studies.