Journals in school psychology: Relationship with related journals and external and internal quality indices

摘要

This study explored journal publications (Journal of School Psychology, Psychology In the Schools, and School Psychology Review) in school psychology and used the data for analyses during the 1981-1985 period to determine characteristics of journals and editorial board influence on publications. Citations among journals were used to identify the journal network of school psychology. The underlying dimensions of network citations were identified by multidimensional scaling procedures. Statistical analyses employed in these journals were coded, and the power analyses for t, r, X$sp2$ and F tests were conducted in order to quantify an internal index of quality measures of study--statistical conclusion validity.;In reference to the journals included for this study, the following conclusions appear justified: (a) The traditional psychometric role of school psychologists is still the primary area of publication in school psychology journals; however, the order of emphasis in the published articles is changing. (b) The editorial board members, though few compared with the total number of contributors, have a greater influence on the publication of articles that they authored or coauthored. (c) Being an editorial board member of a school psychology journal has a direct effect on the later publication of his or her articles in the same journal of which they are editorial members. Publishing articles in the school psychology journals has effects on the later editorial board appointment to the same journal. (d) Twenty-three journals were included in the school psychology network. (e) The underlying dimensions of citation frequencies in the school psychology journal network are "educational versus noneducational services" and "direct versus indirect impacts to the client." The citation relationship in the school psychology journal network changed during 1978-1985. (f) Average statistical power of analyses used in the school psychology journal was low when researchers were interested in finding small amd medium effects (.21 and.62, respectively). Most researchers who used analyses with a low statistical power, however, neglected to warn readers when they failed to reject the null hypothesis.