The perceived role of null results in school psychology research and publication

Abstract

Researchers appear to assume that published research is limited to significant findings. If that is the case, it may be related to perceived or actual publication bias (i.e., journals publishing only significant findings) and/or the file-drawer problem (i.e., researchers not pursuing publication of null results). The lack of published null results can result in faulty decision-making based upon incomplete evidence. Thus, it is important to know the prevalence of, and the contributing factors to, researchers' failure to submit null results. Few studies have addressed this issue in psychology and none have targeted school psychology. Consequently, this study examined the file drawer problem and perception of publication bias among school psychologists. Survey data from 95 school psychology faculty indicated that participants published about half of the studies that they had conducted, suggesting that the file drawer problem is experienced by this population. While lack of time appeared to impact publication pursuit, participants' responses also suggested they believed in publication bias. Obtaining null results substantially impacted the decision to write up studies in pursuit of publication. Therefore, it seems that a sizeable percentage of school psychology research is not available for review by researchers or practitioners.