Preregistration and registered reports

IF 10.6 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Psychologist Pub Date : 2021-04-02 DOI:10.1080/00461520.2021.1900851

J. Reich

引用次数: 14

Abstract

Abstract Preregistration and registered reports are two promising open science practices for increasing transparency in the scientific process. In particular, they create transparency around one of the most consequential distinctions in research design: the data analytics decisions made before data collection and post-hoc decisions made afterwards. Preregistration involves publishing a time-stamped record of a study design before data collection or analysis. Registered reports are a publishing approach that facilitates the evaluation of research without regard for the direction or magnitude of findings. In this article, I evaluate opportunities and challenges for these open science methods, offer initial guidelines for their use, explore relevant tensions around new practices, and illustrate examples from educational psychology and social science.

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预注册和注册报告

预注册和注册报告是提高科学过程透明度的两种有前途的开放科学实践。特别是，它们为研究设计中最重要的区别之一创造了透明度:在数据收集之前做出的数据分析决策和之后做出的事后决策。预注册包括在数据收集或分析之前发布带有时间戳的研究设计记录。注册报告是一种出版方法，可以促进对研究的评估，而不考虑研究结果的方向或大小。在本文中，我评估了这些开放科学方法的机遇和挑战，为它们的使用提供了初步指导，探讨了围绕新实践的相关紧张关系，并举例说明了教育心理学和社会科学的例子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Educational Psychologist Multiple-

CiteScore

19.10

自引率

3.40%

发文量

期刊介绍： The Educational Psychologist is a scholarly journal dedicated to exploring the psychology of learning and instruction. Articles in this journal encompass a diverse range of perspectives, from examining psychological mechanisms to exploring social and societal phenomena related to learning and instruction. The journal publishes theoretical and conceptual articles, as well as reviews and meta-analyses, that significantly contribute to theory or advance the methods used to explore educational psychology. Emphasizing innovation and advancing understanding, the journal does not publish articles solely reporting the methods and results of empirical studies; instead, all submissions, including reviews and meta-analyses, must offer clear implications for advancing theory. In addition to regular articles, the journal features special issues that delve into important themes in educational psychology, along with focal articles accompanied by peer commentary.