Begeny JC, Levy RA, Hida R, Norwalk K, Field S, Suzuki H, Soriano-Ferrer M, Scheunemann A, Guerrant M, Clinton A, Burneo CA. Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002-2016.
J Sch Psychol 2018;
70:44-63. [PMID:
30340702 DOI:
10.1016/j.jsp.2018.07.001]
[Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2017] [Revised: 04/23/2018] [Accepted: 07/11/2018] [Indexed: 11/26/2022]
Abstract
Although the discipline of school and educational psychology is arguably international (e.g., relevant research and practice is evident in more than 80 countries), there has been limited research examining the international scholarship published in school and educational psychology journals. Such an assessment is important because it provides one important metric for better understanding the field's level of internationalization. The purpose of this study was to evaluate every article (N = 4456) published from 2002 to 2016 across eight school and educational psychology journals that publish international scholarship. Each article's authorship and participant data were coded and reported in terms of respective country and geographical region. Research questions examined, for example, how the published scholarship aligns with international employment data for school psychologists and whether particular journals published a geographically wider breadth of articles. Overall findings indicated that although the field of school psychology is present in more than 80 countries, the overall scholarship in the reviewed journals predominantly features participants living in, and authors working in, North America or Western Europe. However, one journal (School Psychology International) published relatively more articles with participants from outside of these geographic regions. Also, journals affiliated with a national professional organization largely differed in their percentage of "within-nation" publications (e.g., articles with participants living in the same nation that sponsors the respective journal). Explanations of the data are discussed and several recommendations are made that, if followed, could improve the internationalization and geographical representation of scholarship in school and educational psychology.
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