A proposed protocol for the registration of evidence-based Educational Psychology programs.

Jesús de la Fuente, Manuel Mariano Vera-Martínez, Francisco Javier Peralta-Sánchez, José Manuel Martínez-Vicente

Abstract read

In one paragraph

Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it

0cells of the map it votes in

1citing papers in PubMed

–field-weighted citation impact

1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

Frontiers in psychology · 2023
Article

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Jesús de la FuenteSchool of Education and Psychology, University of Navarra, Pamplona, Spain.

Manuel Mariano Vera-MartínezSchool of Psychology, University of Granada, Granada, Spain.

Francisco Javier Peralta-SánchezSchool of Psychology, University of Almería, Almería, Spain.

José Manuel Martínez-VicenteSchool of Psychology, University of Almería, Almería, Spain.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The turn to evidence-based interventions is significant for Psychology in general and for Educational Psychology in particular. Although there is a great deal of published evidence for program validation, there is currently no protocol for the evaluation of educational psychology evidence-based intervention programs and there is no General Register of such programs to act as a central information depository. This article has four objectives: (1) To assess the significance of the turn to

Indexed as

evidence-based interventiongeneral psychological societynational databaseprofessional practiceprotocol for evaluating Educational Psychology intervention programs

Identifiers

PMID36438399

DOI10.3389/fpsyg.2022.954475

PMCPMC9683093

What OpenQuestion holds

Textmetadata

LicenceCC BY

Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.