JPSP is an open-access journal, which means that all content is freely available without charge to the user or their institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the Budapest Open Access Initiative (BOAI) definition of open access.
JPSP is a peer-reviewed journal and covers all areas of educational studies. The journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal aims to achieve the advancement of knowledge in the field of educational sciences and to offer an integrated view of the field by presenting approaches of multiple disciplines.
Announcement: Starting in 2023, the journal will be published triannually (April, August, and December).
Attitudinal changes among high school students toward the English language following educational reforms in China
Shih Ching Wang, Sofia Afidchao
Journal of Pedagogical Sociology and Psychology, Volume 5, Issue 1, pp. 1-11
Academic stress in pharmacy practicum students: Is there a role of hardiness?
Lili Aditia, Fatin Rohmah Nur Wahidah, Tri Na'imah, Nur'aeni Nur'aeni
Journal of Pedagogical Sociology and Psychology, Volume 5, Issue 1, pp. 12-19
An investigation into Bhutanese students’ perception of the use of Google Classroom as an online learning platform amid the COVID-19 pandemic
Dorjee Wangchuk, Kado Kado, Nim Dem
Journal of Pedagogical Sociology and Psychology, Volume 5, Issue 1, pp. 20-30
Learning experiences within helping disciplines: Faculty and student observations
LaShondra Manning, Felicia Murray, Ebony Hall Lang, Beck Munsey, Tiffany Wigington
Journal of Pedagogical Sociology and Psychology, Volume 5, Issue 1, pp. 31-43
Relational depth in counselling: The perspectives and experiences of counsellors
Patricia Mawusi Amos
Journal of Pedagogical Sociology and Psychology, Volume 5, Issue 1, pp. 44-59