A Survey of Undergraduate Psychology Journals: Opportunities and Challenges for Student Publication
Year: 2026
Type: article
Abstract: This study identifies active undergraduate psychology journals that accept student-authored submissions as first authors. Of the 25 journals identified through multiple academic directories and search engines, only nine met the inclusion criteria. Specifically, they published within the last two years, accepted submissions from undergraduate students outside their own university, and used English as the primary language of publication. All nine journals are open-access and accept empirical work, most accept literature reviews and operate without author fees. However, journals differed in editorial board composition, rejection rates, and submission requirements. We identify the challenges undergraduate students face in publishing, highlight journals supportive of student authorship, and offer actionable recommendations to enhance journal visibility, sustainability, and educational value (such as embedding editorial training in curricula, adopting submission management systems, and promoting the publication of null findings). We provide a practical resource for students, faculty, and departments committed to expanding undergraduate publication opportunities in the field of psychology.
Source: Psychology Learning & Teaching
Authors: David F. Ross, Bret Eschman, Taylor Claxton
Institution: University of Tennessee at Chattanooga
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,650
OpenAlex ID: W7124175663