Journal Article Reporting Standards: How Do They Work?
by Harris Cooper, PhD
Last week I discussed why APA’s Journal Article Reporting Standards (the JARS) are needed when you are writing your psychology research report. I compared a psychology research paper to assembly instructions, like those you would follow when constructing a shelf or putting a bike together. Without a list of materials and clear instructions, others will find it difficult to understand what you did and to repeat your experiment. In this post, I describe how the JARS works. (For more detail about why the JARS is needed and how it works, see my book, Reporting Research in Psychology: How to Meet Journal Article Reporting Standards, which was released by APA this week.)
The JARS first focuses on information recommended for inclusion in all reports. These recommendations are organized by the parts of a research report: title, abstract, introduction, Method, Results, and Discussion. For example, here are the characteristics of sampling procedures that the JARS recommends be described in the Method section of every report:
- Sampling method, if a systematic sampling plan was implemented
- Percentage of sample approached that participated
- Self-selection (by either individuals or units, such as schools or clinics)
- Settings and locations where data were collected
- Agreements and payments made to participants
- Institutional review board agreements, ethical standards met, and safety monitoring
If a study is conducted with a college or university subject pool, the description of the sampling procedure is pretty straightforward. But, if a study involves, say, a classroom intervention, you can see how the description can become more involved. In both cases, however, if we don’t know this information about the study, it would be hard to determine to whom the results of the study apply.
After the recommendations that pertain to all reports, the JARS asks that researchers pay careful attention to reporting the research design. Research designs come in a variety of forms depending on the type of question that motivates the research. Therefore, each design requires unique information.
The JARS currently provides standards for only one family of designs, those involving purposive or experimental manipulations or interventions. Among the information requested are these aspects of the manipulation:
- Setting (where the manipulations or interventions occurred)
- Exposure quantity and duration (how many sessions, episodes, or events were intended to be delivered and how long they were intended to last)
- Time span (how long it took to deliver the intervention or manipulation to each unit)
- Activities to increase compliance or adherence (e.g., incentives)
So, if a study evaluates the effect of providing tutoring for children having difficulty learning to read, the JARS recommends that the report tell readers where the tutoring took place (e.g., in the regular classroom or a resource room; before, during, or after school); how often tutors met with students and for how long; whether the intervention lasted a week, a month, a semester, or a year; and whether the students received some incentive to take part in the tutoring and to stay involved.
The JARS module on experimental manipulations also asks whether the researcher (a) randomly assigned participants to conditions or (b) assigned participants to conditions using another type of procedure; depending on the assignment procedures, the researcher asks additional questions about how the assignment was accomplished.
Of course, this is just a sampling of the information requested in the JARS. As you look at the full JARS, it might seem daunting to provide all the information. But really, everything asked for should be known about a study. The JARS helps researchers remember what’s important about their study and ensures their study remains a valuable contribution to the psychology literature.