Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Scholarly communication in educational psychology: a journal citation analysis

Scholarly communication in educational psychology: a journal citation analysis Purpose – This paper aims to study the scholarly communication of educational psychology by exploring its intellectual structure and general journal citation patterns. Design/methodology/approach – Journal citation data were collected from Journal Citation Reports for 2004‐2005. The structure of the subject relatedness of the journals was created through a cluster analysis using the cosine as its measure. The general citation patterns were discussed in terms of cited and citing frequencies and related ratios. Findings – Six clusters of journals were identified, including general educational psychology/learning/literacy, school psychology, measurement and counseling, Germany‐based educational psychology, creativity, and the other. The following general citation patterns emerged in the study: a small number of journals accounted for a relatively high percentage of the intra‐disciplinary citations; the majority of the selected journals cited more than being cited in the field; the major general educational psychology journals, most school psychology journals, all Germany‐based journals, and creativity journals had higher level of concentration in the field than others; and journals with high cited and citing frequencies and high cited/citing ratios did not necessarily have high level of concentration in the field. Research limitations/implications – Given the broad scope of educational psychology, the study was limited to the journals included in the educational psychology category of Journal Citation Reports . Practical implications – Libraries may benefit from the study results for collection development in educational psychology. Prospective authors may use the information to enhance their publishing opportunities. Academic administrators may use the citation information for promotion and tenure review. Originality/value – The study revealed the subject relatedness and general citation patterns of educational psychology journals in a large context. The visual and quantitative presentation of the citation patterns is conducive to the understanding of educational psychology as a discipline. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Collection Building Emerald Publishing

Scholarly communication in educational psychology: a journal citation analysis

Zao Liu
Collection Building , Volume 26 (4): 7 – Oct 9, 2007
Download PDF
7 pages

Loading next page...
 
/lp/emerald-publishing/scholarly-communication-in-educational-psychology-a-journal-citation-AP1oTCyYYU
Publisher
Emerald Publishing
Copyright
Copyright © 2007 Emerald Group Publishing Limited. All rights reserved.
ISSN
0160-4953
DOI
10.1108/01604950710831915
Publisher site
See Article on Publisher Site

Abstract

Purpose – This paper aims to study the scholarly communication of educational psychology by exploring its intellectual structure and general journal citation patterns. Design/methodology/approach – Journal citation data were collected from Journal Citation Reports for 2004‐2005. The structure of the subject relatedness of the journals was created through a cluster analysis using the cosine as its measure. The general citation patterns were discussed in terms of cited and citing frequencies and related ratios. Findings – Six clusters of journals were identified, including general educational psychology/learning/literacy, school psychology, measurement and counseling, Germany‐based educational psychology, creativity, and the other. The following general citation patterns emerged in the study: a small number of journals accounted for a relatively high percentage of the intra‐disciplinary citations; the majority of the selected journals cited more than being cited in the field; the major general educational psychology journals, most school psychology journals, all Germany‐based journals, and creativity journals had higher level of concentration in the field than others; and journals with high cited and citing frequencies and high cited/citing ratios did not necessarily have high level of concentration in the field. Research limitations/implications – Given the broad scope of educational psychology, the study was limited to the journals included in the educational psychology category of Journal Citation Reports . Practical implications – Libraries may benefit from the study results for collection development in educational psychology. Prospective authors may use the information to enhance their publishing opportunities. Academic administrators may use the citation information for promotion and tenure review. Originality/value – The study revealed the subject relatedness and general citation patterns of educational psychology journals in a large context. The visual and quantitative presentation of the citation patterns is conducive to the understanding of educational psychology as a discipline.

Journal

Collection Building – Emerald Publishing

Published: Oct 9, 2007

Keywords: Serials; Communication; Students; Educational psychology; Cluster analysis

References

  • Requirements for a co‐citation similarity measure, with special reference to Pearson's correlation coefficient
    Ahlgren, P.; Jarneving, B.; Rousseau, R.
  • Cluster Analysis
    Aldenderfer, M.S.; Blashfield, R.K.
  • Educational psychology as an academic chameleon: an editorial assessment after 75 years
    Ball, S.
  • Editor's introduction
    Borgman, C.L.
  • Article publications, journal outlets, and article themes for current faculty in APA‐accredited school psychology programs: 1995‐1999
    Carper, R.M.; Williams, R.L.
  • Psychology in the schools, School Psychology Review , School Psychology Quarterly and Journal of Educational and Psychological Consultation editors collaborate to chart school psychology's past, present, and ‘futures’
    D'Amato, R.C.; Sheridan, S.M.; Phelps, L.; Lopez, E.C.
  • Structural equivalence in a journal network
    Doreian, P.; Fararo, T.J.
  • Women's involvement in educational psychology journals from 1976 to 2004
    Evans, J.; Hsieh, P.; Robinson, D.H.
  • Formal communication within school psychology: a 1990‐1994 journal citation analysis
    Frisby, C.L.
  • Educational psychology: impact on curriculum
    Haertel, G.D.
  • An alternate look at educational psychologist's productivity from 1991 to 2002
    Hsieh, P.; Acee, T.; Chung, W.‐H.; Hsieh, Y.‐P.; Kim, H.; Thomas, G.D.; You, J.; Robinson, D.H.
  • School psychology journals: relationships with related journals and external and internal quality indices
    Kawano, T.; Kehle, T.J.; Clark, E.; Jenson, W.R.