Educational psychology is a discipline with a relatively long and intricate history (Alexander et al., 2012;Berliner, 2006; Zimmerman & Schunk, 2003). There is widespread agreement that modern educational psychology begins with the birth of psychology at the hands of Williams James in the late 19th century and the work of G. Stanley Hall, J. Dewey, and especially Edward L. Thorndike, who wrote what is considered the first text in educational psychology. However, it is not until 1920 when educational psychology is commonly recognized as a separate branch of psychology (Glover & Ronning, 1987).Over the last 100 years, educational psychology has evolved to become a distinctive and mature discipline (Glover & Ronning, 1987;Miller & Reynolds, 2003). Keathley-Herring et al. (2016) define the maturity of a field or discipline based on "how and to what extent that area has developed over time, with a special interest in the creation, growth, and dissemination of knowledge" (p. 939). According to the authors, the maturity of a field is determined by a wide variety of criteria, including publication characteristics (publication quantity), research design characteristics (the rigor of methods), theoretical characteristics (development of new theories and applicability of theories), content characteristics (variety of themes, connections between sub-themes), impact (author prominence), diffusion (the existence of communities of practice and professional associations), and academic and research infrastructure (academic programs).