在发展性研究中更重视社会经济地位,可以提高发展科学的外部有效性,概括性和可复制性
Leher Singh1, Sarah J Rajendra1
1Department of Psychology, National University of Singapore, Singapore, Singapore.
Developmental science
|April 25, 2024
概括
大多数儿童发展研究缺乏社会经济地位 (SES) 报告,限制了概括性. 研究人员建议整合SES数据,以提高发展研究的准确性和包容性.
科学领域:
- 发展心理学 发展心理学
- 儿童发展研究 儿童发展研究
- 发展中的社会人口学因素.
背景情况:
- 心理学研究往往依赖于有限的样本,导致对人类行为的广泛假设.
- 研究报告中社会人口统计学变化的有限代表性影响了概括性.
- 社会经济地位 (SES) 是理解儿童发展的关键构造,但其在研究中的报告是不一致的.
研究的目的:
- 从2016年到2022年,分析主流发展心理学期刊中社会经济地位 (SES) 报告的趋势.
- 根据地理区域和发展主题,识别SES报告中的变化.
- 解决SES报告不足的后果,并提出更好的整合方法.
主要方法:
- 系统分析了2016年至2022年间在六个主要的发展期刊上发表的文章.
- 检查报告社会经济地位 (SES) 指标的频率和方法.
- 报告率按地区和发展主题分类.
主要成果:
- 关于早期儿童发育的大量发表的研究没有报告任何社会经济地位 (SES) 信息.
- 在发育心理学中,SES报告率在不同地区和研究主题之间显示出相当大的差异.
- 观察到收入和护理人员教育作为SES主要指标的一致使用.
结论:
- 在发展研究中,社会经济地位 (SES) 的报告不足限制了研究结果的范围和适用性.
- 整合全面的SES数据对于更准确,更具代表性的儿童发展研究至关重要.
- 提供了建议,以加强在未来的研究中纳入社会经济因素.
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