SCHOOL-PSYCHOLOGY JOURNALS - RELATIONSHIPS WITH RELATED JOURNALS AND EXTERNAL AND INTERNAL QUALITY INDEXES

The study investigated publications in the Journal of School Psycholog y, Psychology in the Schools, and School Psychology Review to determin e the characteristics of the journals and editorial board influence on publications. With regard to these journals, the following conclusion s appear justified: (1) The traditional psychometric role of school ps ychologists is still the primary area of publication in school psychol ogy journals; (2) editorial board members, though few compared with th e total number of contributors, are likely to have a greater influence on the publication of articles that they authored or coauthored than other authors have; (3) being an editorial board member of a given sch ool psychology journal may have an effect on the later publication of one's articles in the journal, and publishing articles in a given scho ol psychology journal may affect the matter of one's later editorial b oard appointment to the journal; (4) the dimensions that underlie cita tion frequencies in the school psychology journal network are ''educat ional versus noneducational services'' and ''direct versus indirect im pacts to the client''; and (5) the average statistical power of analys es used in the school psychology journals sampled (for the year 1985) is unacceptably low.