Are data-sharing policies in educational psychology effective?

What is it about?

This study investigates how often research data are shared in educational psychology journals and whether journal or institutional policies improve data availability. Analyzing over 1,200 journal articles, the authors found that data-sharing rates are low, with only a small improvement from 2018 to 2020. Surprisingly, having a journal policy or institutional guidelines did not significantly affect data-sharing rates. This raises questions about making research data more accessible in fields critical for education and public policy.

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Photo by Mika Baumeister on Unsplash

Photo by Mika Baumeister on Unsplash

Why is it important?

The research sheds light on a critical issue in the era of open science—ensuring that research data are accessible to verify results and foster innovation. By focusing on educational psychology, the study emphasizes the importance of data sharing in fields that directly influence educational practices and policies. It also questions the effectiveness of current policies, offering timely insights as many research communities push for greater transparency.

Perspectives

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This study demonstrates the importance of collaboration between researchers and research infrastructures (such as research data centers) in addressing challenges in research transparency. While the low data-sharing rates were concerning, they reflect broader systemic issues in how research is conducted and incentivized. Understanding these gaps can help shape better policies and practices for data sharing, ensuring that research findings can be trusted and built upon effectively.

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