Attributions of Productive Authors in Educational Psychology Journals

Abstract

Are there similarities in the writing approaches and practices among the topproducing authors in our field? If so, perhaps knowing this information may benefit graduate students or recent graduates. In this paper, I asked 13 authors to explain why they were so productive in terms of publishing in educational psychology journals. Four categories of authors' attributions for productivity were identified: collaboration, passion/ curiosity, research skills, and time management. All categories were consistent with the extant literature on productivity. It is hoped that providing beginning scholars with the practices of the top authors in their field may help them to be more efficient and effective in their quest of writing for publication.

Reflections of a novice sports science lecturer: Perceptions of the challenges and sources of support

“…However, this diversity makes it an extremely challenging, stimulating and rewarding job where you have options available to you and have some choice in your main 4 focus and direction of your career. Consistent with previous research, I found the task of balancing the time demands of these various roles can be difficult and has lead to the availability of time being seem as a major obstacle for academic career progression (Halpern, 2008;Mayrath, 2008) that highlights the need for effective time management. Some methods proposed to help create time and maximise efficiency include limiting classroom preparation time, setting meeting boundaries, conducting group advising sessions, trying to integrate teaching and research, removing any distractions, planning daily writing time and creating deadlines for yourself (Mayrath, 2008;McCormack & Barnes, 2008).…”

“…Consistent with previous research, I found the task of balancing the time demands of these various roles can be difficult and has lead to the availability of time being seem as a major obstacle for academic career progression (Halpern, 2008;Mayrath, 2008) that highlights the need for effective time management. Some methods proposed to help create time and maximise efficiency include limiting classroom preparation time, setting meeting boundaries, conducting group advising sessions, trying to integrate teaching and research, removing any distractions, planning daily writing time and creating deadlines for yourself (Mayrath, 2008;McCormack & Barnes, 2008). It is also necessary to say "no" at times (Kiewra, 2008) since you can be asked to fulfil many commitments but have limited time to complete them all in and your attention can become diluted to the point where you have many goals but don"t get round to achieving them.…”

“…However, whist waiting to get your research ideas going, there are still many things proposed to allow development as a researcher (Kiewra, 2008). These include trying to develop collaborative research links within your department, as well as external links, to allow you to work within a research team which often plays an important role in publication success (Mayrath, 2008;McCormack & Barnes, 2008). One can meet potential collaborators through meetings, courses, conferences and through actively seeking a mentor.…”

Writing for publication; reconceptualizing disengagement

“…Murray (2013) suggests that scholars move between series of engagements and disengagements. Disengagement from other activities (MAYRATH, 2008) is necessary to success in publishing, and competing demands from the academic work can represent an impediment to writing (MACLEOD; STECKLEY; MURRAY, 2012). Murray's Model of Disengagement (2013) suggests considering that engagement involves:…”

Nierówności w produkcji wiedzy naukowej – rola najbardziej produktywnych naukowców w 11 krajach europejskich

“…Podejście jakościowe preferowane jest najczęściej w takich miękkich dyscyplinach jak na przykład psychologia nauczania (Mayrath 2008, Kiewra i Creswell 2000, Patterson i Kiewra 2013, Martinez i in. 2011.…”