The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
Strengthening the foundation of educational psychology by integrating construct validation into open science reform
Open accessPreprint — published as 10.1080/00461520.2021.1898962 · Paper page
Abstract
An increased focus on transparency and replication in science has stimulated reform in research practices and dissemination. As a result, the research culture is changing: the use of preregistration is on the rise, access to data and materials is increasing, and large-scale replication studies are more common. In this paper, I discuss two problems the methodological reform movement is now ready to tackle given the progress thus far and how educational psychology is particularly well suited to contribute. The first problem is that there is a lack of transparency and rigor in measurement development and use. The second problem is caused by the first; replication research is difficult and potentially futile as long as the first problem persists. I describe how to expand transparent practices into measure use and how construct validation can be implemented to bolster the validity of replication studies.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
CONSORT 2010 Statement: updated guidelines for reporting parallel group randomised trials
the CONSORT Group, Schulz, K. F., Altman, D. G., & Moher, D. (2010) · Trials · doi:10.1186/1745-6215-11-32 · Cited by 1,871
Flagged first, then by citations
Metadata
- Authors
- Flake, J. K.
- Affiliations
- McGill University (CA)
- Corresponding author
- Flake, Jessica Kay
- ORCID
- Flake, Jessica Kay
- Venue
- Educational Psychologist
- Publisher
- Center for Open Science
- Published
- 2021-03-04
- Volume
- 56
- Issue
- 2
- Pages
- 132-141
- ISSN
- 0046-1520 (ISSN-L)
- OpenAlex
- W3141288175
- Cited by
- 58
- References
- 1
- Citations by year
- 2026: 5 · 2025: 9 · 2024: 14 · 2023: 11 · 2022: 15 · 2021: 4
- FWCI
- 6.69
- Type
- journal article
- Language
- en
- Open access
- green
- doi.org
- Licence
- other-oa
- Locations
- Educational Psychologist (publishedVersion)
- PsyArXiv (OSF Preprints) (submittedVersion)
- Topics
- Social Sciences › Decision Sciences › Management Science and Operations Research › Psychometric Methodologies and Testing
- Social Sciences › Education › Educational Research and Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychology Research and Bibliometrics
- Keywords
- construct validation, open science, replication study, measurement development, research rigor, preregistration
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
