Educational Methods & Psychometrics (EMP)

ISSN: 2943-873X


Educational Methods and Psychometrics (EMP) is a double blind peer-reviewed journal that publishes research papers within the field of quantitative mehods and psychometrics. The journal publishes scholarly articles that are of general significance to researchers, practitioners, and policy makers worldwide and covers issues in quantitative methods and measurement in education, psychology, and health sciences. The journal encompasses a wide range of article types, including quantitative, mixed-method studies, systematic or critical reviews, meta-analyses, rapid communications, book reviews, and test reviews. EMP places particular emphasis on publishing of high-quality research papers focusing on advanced quantitative methods. There is no article processing charges or submission fees for any submitted or accepted articles. We operate in a continuous publishing mode where articles are posted online as soon as they have completed the production process.

All articles published in EMP will be Open-Access articles distributed under the terms and conditions of the Creative Commons Attribution License (CC BY). That is, all papers are readily available online immediately upon publication, and there are no subscription fees or registration barriers. The copyright is retained by the author(s) to use, reproduce, or disseminate the article.

Users are also allowed to access, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purposes, without the necessity of obtaining prior permission from either the publisher or the author. This is in line with the Budapest Open Access Initiative (BOAI) definition of open access. No use, distribution or reproduction is permitted which does not comply with these terms.

PUBLISHED: 2024-02-01

Vol.2, 2024

Rapid Communication

The Role of Fluid Intelligence in EFL Learners’ Mental Lexicon

EFL Teachers’ Brain-Friendly Teaching: The Role of Fluid and Crystallized Intelligence

Research Article

Examining the Dimensionality of Linguistic Features in L2 Writing Using the Rasch Measurement Model

Assessing Measurement Invariance in a University Entrance Exam: A Comparison of Multigroup Confirmatory Factor Analysis Alignment Method vs. Multigroup Item Response Theory