Learning Sciences & Educational Psychology
The Learning Sciences & Educational Psychology section of IRELS publishes research that investigates the cognitive, motivational, emotional, and social processes underlying learning and instruction across the lifespan.
This section focuses on empirically and theoretically grounded studies that contribute to the understanding of how individuals learn in formal and informal educational settings. Submissions are expected to demonstrate methodological rigor, theoretical relevance, and clear implications for educational research and practice.
Scope of the Section
The section welcomes research on topics including, but not limited to:
- ▪ Cognitive processes in learning, including memory, reasoning, and problem solving.
- ▪ Motivation & Engagement: Self-regulation, affect, and emotional factors in learning contexts.
- ▪ Learning Analytics: Evidence-based approaches to studying learning processes and patterns.
- ▪ Assessment & Measurement: Psychometric methods and evaluation in education.
- ▪ Developmental perspectives on learning and educational outcomes across ages.
- ▪ Social & collaborative learning processes.
Types of Contributions
- Empirical research using quantitative, qualitative, or mixed methods
- Experimental and quasi-experimental studies
- Theoretically informed reviews and meta-analyses
Exclusions
Please note: Manuscripts that lack a clear theoretical framework or methodological transparency are not considered for this section.
Editorial Oversight
Submissions to this section are handled by the designated Section Editor, who coordinates the peer review process and ensures that all manuscripts meet the scholarly standards of IRELS and the specific aims of the Learning Sciences & Educational Psychology section.
