Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002–2016

Begeny, John C.; Levy, Rebecca; Hida, Rahma; Norwalk, Kate E.; Field, Stacey A.; Suzuki, Haruna; Ferrer, Manuel Soriano; Scheunemann, Ann; Guerrant, Mary T; Clinton, Amanda; Burneo, Catalina Aguirre

doi:10.1016/j.jsp.2018.07.001

Cited by 31 publications

(58 citation statements)

References 42 publications

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“…Although scholarship explicitly discussing aspects of internationalization remains nascent across all subdisciplines of psychology, empirical evaluations of internationalization are particularly limited (compared to narratives and other types of conceptual work). Of the empirical examinations currently available, most focus on internationally representative scholarship, or the lack thereof, and how it relates to internationalization within psychology and its subdisciplines (e.g., Aleksandrova‐Howell, Abramson, & Craig, ; Arnett, ; Begeny et al., in press; O'Gorman, Shum, Halford, & Ogilvie, ; Pieterse et al., ; Piocuda, Smyers, Knyshev, Harris, & Rai, ). This fact may not be surprising given that most conceptual discussions about internationalization either directly or indirectly reflect the importance of scholarship.…”

Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

“…That said, it is not always a straightforward task to assess representative scholarship, to define its proportionality, or to quickly ensure that scholarship is internationally proportionate according to an agreed‐upon benchmark (Arnett, ; Begeny et al., , in press). The extensive amount of additional work and perspectives needed in this area emphasizes another reason for making Goal 1 an explicit priority of the internationalization process within a discipline—both through assessing aspects of this goal and, when needed, taking action to advance elements of this goal.…”

Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

“…As with all three categories described in this section, this work applies to scholarship, advocacy, and support, but I will summarize some examples related to scholarship only. Examples include (1) scholarship that examines indicators, characteristics, or challenges related to one or a small number of internationalization components or goals (e.g., Kim et al., , in their assessment of issues related to Goal 1); (2) conceptual, summative, and/or critical scholarship about one or more internationalization components or goals; (3) scholarship that attempts to summarize or categorize existing scholarship or professional perspectives within the discipline as it relates to one or more internationalization components or goals; (4) scholarship that attempts to directly assess or improve an internationalization goal (e.g., Begeny et al., , in press] in their assessment of the geographic representation of published articles in discipline‐specific journals). As described in Begeny (), at this time, there is very little scholarship in school and educational psychology that aligns with Categories 2 and 3.…”

Section: Connecting Past International Work and The Scholarship Withimentioning

confidence: 99%

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A working definition and conceptual model of internationalization for school and educational psychology

Begeny

2018

Psychology in the Schools

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Internationalization has been described as a moral, intellectual, and professional imperative for psychology and its subdisciplines. Numerous scholars within and outside of psychology have been discussing the meaning and importance of internationalization, but the descriptions, definitions, and goals described within the existing literature vary. Furthermore, many authors have used the term “internationalization” without providing any description or definition at all, as is likewise the case with the school and educational psychology scholarship. The central purpose of this paper is to propose a working definition, set of potential goals, and conceptual model of internationalization that has relevance for school and educational psychology. As discussed in the paper, the ideas presented are meant to stimulate opportunities for dialogue, reflection, and critique among a global community of scholars and practitioners—they are not presented with the viewpoint that they ought to be adopted. Within the conceptual model, it is argued, for example, that intentionality, inclusivity, reciprocity, and consideration of goals will help to support internationalization efforts. Proposed goals include relatively more immediate objectives (e.g., enhancing internationally representative scholarship, improving discipline‐relevant advocacy and support efforts) that should help to enable broader internationalization goals (e.g., offering the most effective services to those supported by the international community of school and educational psychologists). The conceptual model is also discussed in the context of existing discipline‐specific research and areas of scholarship that are relatively scarce. The paper concludes by describing limitations, considerations, and potential future efforts relevant to definitions and conceptualizations of internationalization.

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Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

Section: Considering Internationalization In School and Educational Pmentioning

confidence: 99%

Section: Connecting Past International Work and The Scholarship Withimentioning

confidence: 99%

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A working definition and conceptual model of internationalization for school and educational psychology

Begeny

2018

Psychology in the Schools

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“…Although there has been scholarship within the broader field of psychology discussing critical components or challenges associated with internationalization (e.g., Arfken, ; Consoli, Bullock, & Consoli, ; Pieterse, Fang, & Evans, ; van de Vijver, ), up until the publication of this special issue in Psychology in the Schools , we know of only a couple of complete studies within school and educational psychology that sought to empirically examine specific aspects of internationalization within the discipline (Begeny, Levy, Hida, & Norwalk, ; Begeny et al., in press). The two studies differed in their goals and research questions but were similar in that they examined the international scholarship published in field‐specific (i.e., school and educational psychology) journals and aimed to understand (1) the geographical representation of authors and study participants in the published studies; and (2) the trends across, and within, the examined journals.…”

Section: Empirical Studies Related To Internationalization In School mentioning

confidence: 99%

“…More specifically, Begeny et al. () and Begeny et al. (in press) examined a total of 11 journals in the field to explore, for example, the extent to which the published scholarship between 2002 and 2016 is consistent with international employment data for school psychologists.…”

Section: Empirical Studies Related To Internationalization In School mentioning

confidence: 99%

Publication characteristics and outlets of school and educational psychology scholars around the globe

Kim

Begeny

Hida

et al. 2018

Psychology in the Schools

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Although a few prior studies have explored the publication outlets of school and educational psychology scholars employed within the United States, past research has not yet examined the publication outlets of such scholars working outside of the United States. With the aim of addressing this gap in the literature and increasing empirical data related to internationalization in school and educational psychology, the present study gathered data about the publication outlets among international scholars in the field since 2000. Several findings are reported, such as the number of books, chapters, and journal articles published by participants, as well as the names of the journals that participants most frequently published in—within and across global regions. One key finding from the study was that school and educational psychology scholars around the globe frequently publish in discipline‐specific journals, but generally publish in a wide range of journals that focus on specific topics (e.g., behavior, child development). Additionally, it was found that the large majority of authors from our study published their studies in English.

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Making journals more international: Language subject differences and impact performance

Li,

Yang,

et al. 2023

Learned Publishing

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This study created a comprehensive Country Diversity Score (CDS) index to measure the degree of journal internationality from a diversity perspective, based on publishing authors' affiliation countries. It calculates CDS values and analyses their distribution across countries, publication languages, disciplines, subjects, and journal impact factor (JIF) quartiles for 11,481 journals, and addresses the correlation between CDS and JIF. Empirical studies indicate that journals with authors evenly distributed across more countries are more likely to obtain a higher CDS value. English publications have a relatively high CDS worldwide, and the non‐English publications of a country have a lower CDS than its English‐language publications. In addition, this study found a positive correlation between journal internationality and JIF in terms of the geographical distribution of publishing authors. Implications and recommendations for improving geographical authorship diversity, particularly in the context of internationalization, are discussed.

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Geographically representative scholarship and internationalization in school and educational psychology: A bibliometric analysis of eight journals from 2002–2016

Cited by 31 publications

References 42 publications

A working definition and conceptual model of internationalization for school and educational psychology

A working definition and conceptual model of internationalization for school and educational psychology

Publication characteristics and outlets of school and educational psychology scholars around the globe

Making journals more international: Language subject differences and impact performance

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