学校心理学研究中的登记报告:初步经验、分析和未来

IF 3.3 4区 心理学 Q1 PSYCHOLOGY, EDUCATIONAL Canadian Journal of School Psychology Pub Date : 2024-07-26 DOI:10.1177/08295735241263912
Steven R. Shaw, Sierra Pecsi, Erika Infantino, Yeon Hee Kang, Neha Verma, Alexa von Hagen
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引用次数: 0

摘要

本社论是《加拿大学校心理学杂志》(Canadian Journal of School Psychology)上发表的第一份注册报告的配套文章,题为 "德国学校心理学实践的范围"(Scope of School Psychological Practice in Germany),由 Alexa von Hagen 等人撰写:该手稿概述了循证实践在学校心理学中的重要性,指出了当前研究实践基础的薄弱环节,并讨论了注册报告作为一种工具,可通过减少黑客攻击和出版偏差等偏见来提高研究的严谨性。尽管研究人员最初因认为存在限制和障碍而持保留意见,但注册报告已获得了广泛关注;这种发表学术文章的方法可以在发表过程中促成作者与编辑之间关系的积极转变,促进研究实践中的合作、透明度和可信度,并最终改进循证实践。本文研究了学校心理学领域第一份注册报告的初步经验,指出了其优点、缺点和未来建议。注册报告的采用标志着学校心理学向更稳健、更透明、更可信的研究实践的文化转变,从而实现真正的循证实践,提高实施的可能性。
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Registered Reports in School Psychology Research: Initial Experiences, Analyses, and Future
This editorial is companion to the first registered report published in the Canadian Journal of School Psychology entitled, “Scope of School Psychological Practice in Germany: Part 1” by Alexa von Hagen et al. This manuscript outlines the importance of evidence-based practices in school psychology, identifies weaknesses in the foundation of current research practices, and discusses registered reports as a tool to enhance research rigor by mitigating biases such as p-hacking and publication bias. Registered reports have gained traction despite initial reservations from researchers due to perceived constraints and barriers; this approach to publication of scholarly articles can lead to a positive shift in the relationship between authors and editors during the publication process, fostering collaboration, transparency, and credibility in the research practice and ultimately leading to improved evidence-based practice. Initial experiences from the first registered report in the field of school psychology are examined, noting advantages, disadvantages, and future recommendations. The adoption of registered reports signifies a cultural shift toward more robust, transparent, and credible research practices in school psychology, leading to true evidence-based practice with increased likelihood of implementation.
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来源期刊
Canadian Journal of School Psychology
Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-
CiteScore
4.30
自引率
0.00%
发文量
10
期刊介绍: The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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