Abstract

Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.

摘要

在过去的十年中，人们对潜在的常见但可疑的研究实践进行了广泛的辩论，这些研究导致社会科学和卫生科学领域的研究结果出现偏颇。这些挑战可能适用于教育心理学，尽管该领域解决这些挑战的速度很慢。本文讨论了当前的研究规范，在“开放科学”的广泛主题下提出的战略解决方案，以及这两种思想对教育心理学中的研究综合进行的方式及其产生的信息质量的意义。预注册，透明报告，公开材料和数据以及注册报告等策略可以应对研究合成有效性的重大威胁。其中包括与发布，传播和选择性报告偏见相关的挑战，全面的信息检索，以及执行独特分析方法的机会。最后一个问题是开发并行解决方案，以解决进行和评估研究综合的研究人员在决策和实践中的偏见。