The University of Memphis, USA.
J Sch Psychol. 2011 Dec;49(6):617-47. doi: 10.1016/j.jsp.2011.11.008. Epub 2011 Dec 29.
This article describes the results of three studies designed to understand better the journal operations, publishing practices, and impact of school psychology journals in recent years. The first study presents the results of a survey focusing on journal operations and peer-review practices that was completed by 61 journal editors of school psychology and aligned journals. The second study presents the results of review and classification of all articles appearing in one volume year for nine school psychology journals (i.e., The California School Psychologist, Canadian Journal of School Psychology, Journal of Applied School Psychology, Journal of School Psychology, Psychology in the Schools, School Psychology Forum, School Psychology International, School Psychology Quarterly, and School Psychology Review). The third study employed multilevel modeling to investigate differences in the longitudinal trends of impact factor data for five school psychology journals listed in the Web of Science (i.e., Journal of School Psychology, Psychology in the Schools, School Psychology International, School Psychology Quarterly, and School Psychology Review). The article addresses implications for authors, editors, and journal editorial teams as well as the status and impact of school psychology journals.
本文介绍了三项研究的结果，旨在更好地了解近年来学校心理学期刊的运作、出版实践和影响力。第一项研究呈现了一项针对期刊运作和同行评审实践的调查结果，该调查由 61 位学校心理学和相关期刊的编辑完成。第二项研究呈现了对九本学校心理学期刊（即《加利福尼亚学校心理学家》《加拿大学校心理学杂志》《应用学校心理学杂志》《学校心理学杂志》《学校心理学中的心理学》《学校心理学论坛》《学校心理学国际》《学校心理学季刊》和《学校心理学评论》）中一整年出版的所有文章进行回顾和分类的结果。第三项研究采用多层次建模方法，调查了在 Web of Science 中列出的五本学校心理学期刊（即《学校心理学杂志》《学校心理学中的心理学》《学校心理学国际》《学校心理学季刊》和《学校心理学评论》）的影响因子数据的纵向趋势差异。本文探讨了这些结果对作者、编辑和期刊编辑团队的意义，以及学校心理学期刊的地位和影响力。
