Journal of Psychological Perspectives in STEM (JPPS) is a peer-reviewed, open-access international journal dedicated to publishing high-quality, innovative, and original research at the intersection of psychology, cognitive science, and STEM (Science, Technology, Engineering, and Mathematics) domains.

The journal aims to bridge the gap between psychological theories and practical applications in STEM contexts. By focusing on the "human element" within highly technical and logical disciplines, IJPPS serves as a global forum for researchers, psychologists, and educators to understand how cognitive, affective, behavioral, and neurological processes influence human learning, teaching, and professional practice in STEM.

The journal welcomes empirical studies (quantitative, qualitative, or mixed-methods), rigorous systematic literature reviews, and meta-analyses. The scope of JPPS includes, but is not limited to, the following core thematic areas:

1. Affective Domain and Emotional Factors in STEM

  • Psychological constructs in STEM learning, including STEM/Mathematics anxiety, phobia, and avoidance.
  • Motivation, self-efficacy, self-regulation, grit, and resilience in pursuing STEM pathways.
  • Attitudes, beliefs, and identity formation of students and educators toward STEM fields.

2. Cognitive Architecture and Mental Processes

  • Cognitive Load Theory (CLT) applied to complex mathematical problem-solving and scientific reasoning.
  • Metacognition, critical thinking, spatial reasoning, and mental modeling in engineering and technology education.
  • Conceptual change, misconception analysis, and cognitive developmental stages in grasping abstract STEM concepts.

3. Human-Centered Learning Designs and Didactics

  • Psychological frameworks in designing educational tools, environments, curriculum, and instructional strategies (e.g., Didactical Design Research/DDR).
  • The psychology of digital learning, including human-computer interaction (HCI), artificial intelligence (AI) in education, and gamification in STEM.
  • Classroom discourse, collaborative problem-solving, and social-psychological dynamics in STEM classrooms.

4. Neurodiversity, Inclusivity, and Special Needs

  • Cognitive and psychological interventions for learning disabilities in STEM (e.g., developmental dyscalculia, dyslexia in scientific contexts).
  • Inclusive STEM education designs for neurodivergent learners (e.g., ADHD, Autism Spectrum Disorder).
  • Equity and social-psychological barriers related to gender, culture, and socio-economic status in STEM.

5. Teacher Psychology and Professional Well-being

  • Psychological well-being, stress, and occupational burnout among school teachers and university faculty in STEM.
  • Teacher beliefs, pedagogical content knowledge (PCK) formation, and professional identity development.
  • Psychological approaches to effective STEM teacher training and professional development.

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