Department of Psychology, North Carolina State University, United States of America.
J Sch Psychol. 2024 Apr;103:101294. doi: 10.1016/j.jsp.2024.101294. Epub 2024 Feb 17.
Recent psychological research suggests that many published studies cannot be replicated (e.g., Open Science Collaboration, 2015). The inability to replicate results suggests that there are influences and biases in the publication process that encourage publication of unusual-rather than representative-results, and that also discourage independent replication of published studies. A brief discussion of the ways in which publication bias and professional incentives may distort the research literature in school psychology is contrasted against the importance of replications and preregistration of research (i.e., registered reports) as self-correcting mechanisms for research in school psychology. The limitations of current practices, coupled with the importance of registered reports and replications as self-correcting mechanisms, provide the context for this ongoing initiative in the Journal of School Psychology. Processes for manuscript submission, review, and publication are presented to encourage researchers to preregister studies and submit replications for publication.
最近的心理学研究表明，许多已发表的研究无法被复制（例如，Open Science Collaboration，2015）。无法复制结果表明，发表过程中存在影响和偏见，这些偏见鼓励发表非代表性的结果，而不是有代表性的结果，同时也阻碍了对已发表研究的独立复制。本文简要讨论了出版偏见和专业激励可能扭曲学校心理学研究文献的方式，并对比了复制和研究预注册（即注册报告）作为学校心理学研究自我纠正机制的重要性。当前实践的局限性，加上注册报告和复制作为自我纠正机制的重要性，为《学校心理学杂志》正在进行的这一倡议提供了背景。本文提出了提交、审查和出版手稿的流程，以鼓励研究人员对研究进行预注册，并提交复制件进行出版。
