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jedpsych-review-process
GitHub解析《教育心理学杂志》的审稿流程，涵盖盲审、编辑筛选及专家评估标准。用于投稿前压力测试、解读决定信或理解拒稿原因，帮助作者优化理论依据、设计严谨性及透明度以通过审查。
Trigger Scenarios
投稿前对稿件进行压力测试
决定是否预注册及如何呈现透明度
解读编辑的决定信并管理预期
Install
npx skills add brycewang-stanford/Awesome-Journal-Skills --skill jedpsych-review-process -g -y
SKILL.md
Frontmatter
{
"name": "jedpsych-review-process",
"description": "Use when you need to understand how the Journal of Educational Psychology evaluates a manuscript — masked peer review, editorial weighting of educational relevance, theory, design rigor (nesting\/power), and transparency, desk-reject patterns, and the role of preregistration and JARS. Use when stress-testing a paper before submission or interpreting a decision letter. Sets expectations and shapes the paper to survive review; it does not contact editors."
}
Review Process (jedpsych-review-process)
The Journal of Educational Psychology combines selectivity for educational importance with rigorous methodological scrutiny. Under masked review, both author and reviewer identities are hidden, and editors and expert reviewers weigh not only whether the finding is interesting but whether it is theoretically grounded, rigorously designed for its nested setting, and transparent. Knowing this lets you pre-empt the common rejection reasons.
When to trigger
- Before submitting, to stress-test the manuscript
- Deciding whether to preregister and how to present transparency
- Interpreting a decision letter and setting expectations
How review works
- Masked review. Identities of authors and reviewers are masked; keep author identity out of the
manuscript, exhibits, and repository links (see
jedpsych-submission). - Editorial triage. The editor (and associate/handling editors) assesses scope fit (educational relevance + primary psychological research), theory, design rigor, and contribution; weak-fit or out-of-scope papers (e.g., single-instrument validation, pure evaluation) may be desk-rejected.
- Expert external review assesses the theoretical contribution, the design and analysis (especially whether nesting/power are handled), the strength of the claim relative to the evidence, measurement quality, and transparency/JARS reporting.
- Transparency and standards are weighed. The Transparency and Openness subsection, JARS compliance, and preregistration (encouraged) factor into the evaluation.
- Decisions. Reject, revise and resubmit (often major), or accept; expect substantive revision and frequent requests for added rigor (multilevel modeling, mechanism tests), disclosure, or analyses.
What gets a paper through
- Make educational relevance and the theoretical mechanism explicit early.
- Show the design is rigorous for its setting — nesting modeled, powered at the cluster level, validated measures, fidelity reported.
- Report effect sizes with CIs and educational interpretation; test the mechanism, not just the total effect.
- Disclose fully (JARS) and prepare the Transparency and Openness subsection; preregister where feasible.
Desk-reject and decline patterns
The scope and rigor screens mean many manuscripts never reach full external review. Confirm current categories on the journal's submission guidelines, but recognize these shapes:
| Pattern an editor sees | Likely outcome | Pre-empt it by |
|---|---|---|
| Reliability/validity of one instrument | desk reject (scope) | reframe around a learning question or choose a measurement venue |
| Program evaluation with no psychological theory | desk reject / decline | foreground the learning/motivation mechanism and a mechanism test |
| Classroom study analyzed as if students independent | major revision or reject | refit a multilevel model; power at the cluster level |
| Lab effect with no educational bridge | scope concern | argue the instructional/policy implication or go elsewhere |
| Stars-only stats, no effect sizes/CIs | rigor flag | estimation-first reporting with educational interpretation |
| Identity leaks under masked review | returned to author | scrub names, sites, grant numbers, first-person self-cites |
Worked micro-example (illustrative triage)
Manuscript: preregistered cluster-randomized reading trial (48 classrooms),
multilevel model, effect size + CI + mediation, TOP subsection.
Editor read: educational relevance (classroom reading), theory (strategy
instruction → monitoring), rigor (cluster-powered, nesting modeled),
transparency (data/code with DOIs).
Likely route: external review, probable major R&R for added robustness/
measurement detail.
Counter-case: same effect, single-level OLS on clustered data, no mechanism,
"data on request" → likely declined or heavy revision.
How reviewers weigh the evidence (calibration anchors)
- A design that matches its nesting (randomized, powered, and analyzed at the cluster level) is the single strongest methodological signal at JEP; ignoring clustering is a routine reason for rejection.
- A tested mechanism is what marks the paper as educational psychology rather than evaluation; reviewers reward a mediation/moderation result tied to theory.
- Transparency is part of credibility: a candid restricted-data statement with an access path reads better than silent opacity; preregistration quality (specific, dated, followed) strengthens the paper.
Anti-patterns
- A finding with no clear educational implication or theoretical mechanism
- Clustered data analyzed as independent (the classic JEP methodological reject)
- Stars-only reporting without effect sizes, CIs, or educational meaning
- Weak or absent transparency / JARS reporting
- Expecting acceptance without a rigor- and disclosure-heavy R&R
Output format
【Educational relevance】clear early? [Y/N]
【Theory + mechanism】grounded and tested? [Y/N]
【Design rigor】nesting modeled, cluster-powered, measures valid? [Y/N]
【Transparency + JARS】subsection + reporting standards strong? [Y/N]
【Masked】no identity leaks? [Y/N]
【Realistic outcome】reject / major R&R / minor R&R / accept
【Next】jedpsych-submission (or jedpsych-rebuttal if decided)
Supplementary resources
../../resources/official-source-map.md— masked review, scope, JARS, and preregistration policy
Version History
- 1839142 Current 2026-07-05 13:36
