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Education & Language | European Journal of Psychology of Education – incl. option to publish open access (Editorial Board)

European Journal of Psychology of Education

European Journal of Psychology of Education

A Journal of Education and Development

Editor-in-Chief: Aleksandar Baucal

ISSN: 0256-2928 (print version)
ISSN: 1878-5174 (electronic version)

Journal no. 10212

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Editor-in-Chief

Aleksandar Baucal
University of Belgrade, Belgrade, Serbia
E-mail: ejpe.editor@gmail.com

Past Editor:

Felice Carugati, Alma Mater Studiorum Universitá di Bologna, Italy

Associate Editors

Guida de Abreu, Oxford Brookes University, Oxford, UK
Kati Hannken-Illjes, Philipps Universität Marburg, Marburg, Germany
Antonio Iannaccone, Université de Neuchâtel, Neuchâtel, Switzerland
Åsa Mäkitalo, University of Gothenburg, Gothenburg, Sweden
Francisco Peixoto, ISPA – Instituto Universitário, Lisboa, Portugal
Charis Psaltis, University of Cyprus, Nicosia, Cyprus
Patrizia Selleri, Università di Bologna, Bologna, Italy
Valerie Tartas, Université de Toulouse II, Toulouse Cedex 9, France

Managing Editor:

Elvis Mazzoni, Alma Mater Studiorum Universitá di Bologna, Italy

Assistant Editors:

Jelena Radišić, University of Oslo, Norway
Nevena Budjevac, University of Belgrade, Serbia

Founding Editor-in-Chief:

Michel GILLY, Université de Provence, France

Founding Associate Editors:

Augusto PALMONARI†, Universitá  di Bologna, Italy
Frederico PEREIRA, Instituto Superior de Psicologia Aplicada, Portugal
Anne-Nelly PERRET-CLERMONT, Université de Neuchâtel, Switzerland
Rainer K. SILBEREISEN, University of Jena, Germany
Peter ROBINSON, University of Bristol, United Kingdom

Founding Assistant Editor:

Michel PIOLAT, Université de Provence, France

Editorial Board:

Anna Maria Ajello, University La Sapienza in Rome , Italy; Margarida Alves Martins, ISPA – Instituto Universitário, Portugal; Michael Baker, Centre National de la Recherche Scientifique, France; Céline Buchs, University of Geneva , Switzerland; Anna Chronaki, University of Thessaly , Greece; Sarah Crafter, University College London, United Kingdom; Beno Csapo , University of Szeged, Hungary;  Colette Daiute, City University of New York, United States; Luisa Farìa, University of Porto, Portugal; Marina Gomes Serra de Lemos, University of Porto, Portugal; Michèle Grossen, University of Lausanne, Switzerland ; Markus Hasselhorn, DIPF, Germany; Karen  Pernille Hviid , University of Copenhagen, Denmark; Gabrielle Ivinson, University of Aberdeen, United Kingdom; Svjetlana Kolić-Vehovec, University of Rijeka , Croatia; Michalis Kontopodis, University of Roehampton, United Kingdom;  Kristiina Kumpulainen, University of Helsinki, Finland; Leonidas  Kyriakides, University of Cyprus, Cyprus; Ali Leijen , University of Tartu, Estonia; Margarita Limón Luque, Universidad Autónoma de Madrid , Spain; Sten Ludvigsen, University of Oslo, Norway; Antonella Marchetti, Universita Cattolica del Sacro Cuore, Italy; Alexander Minnaert, University of Groningen, Netherlands;  Gyöngyvér Molnár, University of Szeged, Hungary; Margaret O Donell, St. Patrick’s College, Ireland; Dragica Pavlović Babić , University of Belgrade, Serbia; Cirila Peklaj, University of Ljubljana, Slovenia; Reinhard Pekrun, University of Munich, Germany; Hannu Räty, University of Eastern Finland, Finland; Baruch Schwarz, Hebrew University of Jerusalem,  Israel; Gonida Sofia-Eleftheria, Aristotle University of Thessaloniki , Greece; Andrée Tiberghien, University of Lyon, France; Alain Trognon, Universite de Lorraine, France;  Jan Van Damme, KU Leuven, Belgium;  Fons J.R. van de Vijver, Tilburg University, Netherlands; Lieven Verschaffel, KU Leuven, Belgium; Gaye Williams, Deakin University, Australia

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    The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools.

    EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research.

    Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.

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    Author warrants (i) that he/she is the sole owner or has been authorized by any additional copyright owner to assign the right, (ii) that the article does not infringe any third party rights and no license from or payments to a third party is required to publish the article and (iii) that the article has not been previously published or licensed. The author signs for and accepts responsibility for releasing this material on behalf of any and all co-authors. Transfer of copyright to Springer (respective to owner if other than Springer) becomes effective if and when a Copyright Transfer Statement is signed or transferred electronically by the corresponding author. After submission of the Copyright Transfer Statement signed by the corresponding author, changes of authorship or in the order of the authors listed will not be accepted by Springer.

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    © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht

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