School Psychology Review

期刊简介：School Psychology Review (SPR) is the flagship research journal of the National Association of School Psychologists (NASP). SPR’s mission is to progress knowledge in school psychology by publishing rigorous, representative, and relevant research that informs practice, policy, and professional issues in the field. The Editors of SPR view school psychology as an expansive and evolving field that is dedicated to promoting the academic, behavioral, social, and emotional well-being of all youth in all schools. In their roles, the Editors are committed to upholding academic freedom and to encouraging research that advances the principles of social justice. The Editors strive to lead the journal with cultural humility, engaging the diversity of interests, expertise, methodologies, identities, and voices that comprise the school psychology community. To be published in SPR, research must meet four essential standards derived from the journal’s mission statement: rigor, representation, relevance, and progress. Standard of Rigor . Research must be designed, conducted, and reported in accordance with rigorous scholarly standards that are appropriate to the methodology employed in the work. Standard of Representation . Research must be framed and discussed in a manner that sufficiently represents the communities, public interests, professional interests, and scholarly influences that are germane to the work. Standard of Relevance . Research must be clearly positioned within the field of school psychology and demonstrate relevance to an identifiable aspect of the NASP Practice Model (2020) for school psychology . Standard of Progress . Research must provide a meaningful and specific contribution to progressing knowledge that informs practice, policy, or professional issues in school psychology. SPR welcomes four types of manuscripts: research articles, review articles, registered reports, and comments. Research Articles . Five kinds of research articles are accepted: empirical studies, brief reports, conceptual papers, guidelines papers, and program evaluations. Review Articles . The journal accepts literature reviews that employ scoping, systematic, and meta-analytic approaches. Registered Reports . Review articles and research articles that involve original data analysis are also accepted as registered reports. Comments . Two kinds of commentary are accepted: comments on articles recently published within the journal and comments on critical issues related to the journal’s mission. Please see the instructions for authors page for detailed information about the journal’s editorial priorities as well as manuscript submission requirements and processes. The Editors hope you will consider SPR as an outlet for your research.

【译文】《学校心理学评论》（SPR）是美国学校心理学家协会（NASP）的旗舰研究期刊。 SPR 的使命是通过发表严谨的、具有代表性的相关研究来增进学校心理学的知识，为该领域的实践、政策和专业问题提供信息。 SPR 的编辑认为学校心理学是一个广阔且不断发展的领域，致力于促进所有学校所有青少年的学术、行为、社会和情感福祉。编辑们在其职责中致力于维护学术自由并鼓励促进社会正义原则的研究。编辑们努力以文化谦逊的态度领导期刊，吸收构成学校心理学界的兴趣、专业知识、方法、身份和声音的多样性。要在 SPR 上发表，研究必须满足源自期刊使命宣言的四个基本标准：严谨性、代表性、相关性和进展。严格标准。研究必须按照适合工作中使用的方法的严格学术标准来设计、进行和报告。表示标准。研究的框架和讨论必须充分代表与工作密切相关的社区、公共利益、专业利益和学术影响。相关性标准。研究必须明确定位在学校心理学领域，并证明与学校心理学 NASP 实践模型（2020）的可识别方面的相关性。进展标准。研究必须对知识的进步做出有意义和具体的贡献，为学校心理学的实践、政策或专业问题提供信息。 SPR 欢迎四种类型的稿件：研究文章、评论文章、注册报告和评论。研究文章。接受五种研究文章：实证研究、简短报告、概念性论文、指导性论文和项目评估。评论文章。该杂志接受采用范围界定、系统和荟萃分析方法的文献综述。注册报告。涉及原始数据分析的评论文章和研究文章也被接受为注册报告。评论 。接受两种评论：对期刊最近发表的文章的评论和对与期刊使命相关的关键问题的评论。请参阅作者说明页面，了解有关期刊编辑优先事项以及稿件提交要求和流程的详细信息。编辑希望您将 SPR 视为您研究的一个途径。