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|Other Titles:||A 40-year Content Analysis of Research in the Bulletin of Educational Psychology(1967-2007)|
Department of Educational Psychology, NTNU
The present study examines and analyzes the articles and studies in the Bulletin of Educational Psychology (BEP) during the forty-year period 1967- 2007. The 454 published studies included 14 descriptive articles and 440 original studies, which include 33 articles in English. The data, after obtained from BEP's paper journals or digitalized files on the Internet, were compiled and analyzed according to sample numbers, research subjects, research topics, authors, and research methods. The collected articles and studies were classified into nine categories: Counseling and Guidance, Teacher Behaviors and Teaching, Psychological Development and Adjustment, Learning Issues, Testing and Statistics, Family Issues, Special Education, Gender Issues, and Other. The findings of this study are as follows: (1) The early research topics were related to teaching, education, testing, and statistics. However, after twenty years of publication, the areas of counseling and guidance were added, and after thirty years of publication, special education related research has disappeared. (2) According to the journal's contents and patterns, layouts and formats, writing styles, and methods of reviewing, copyright, and the mode of payment, it was found that the editorial team has remained consistent throughout the forty-year span of publication in terms of editorial directions and strategies. (3)Over the last fifteen years, the bulletin has only published original studies, foregoing publication of descriptive articles. (4)There was a gradual increase of the number of articles from 1967 to 2007, with the exception of a significant decline between 1988 and1997. (5)The most frequently sampled populations are junior high school students and elementary school students. (6)The authors in the BEP have tended to be more diversified over time. (7)The vast majority studies were quantitative empirical investigations, but qualitative and mixed-methods designs have increased over the past twenty years.
|Appears in Collections:||教育心理學報|
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