Statistical Guidelines for Publishing in the Journal of Youth and Adolescence

• Published in: Journal of youth and adolescence 2015-12, Vol.44 (12), p.2391-2394
• Main Author: Levesque, Roger J. R.
• Format: Article
• Language: English
• Subjects: Adolescent; Adolescents; Behavioral Research - methods; Behavioral Science and Psychology; Best Practices; Child; Child and School Psychology; Child development; Clinical Psychology; Data Interpretation, Statistical; Editorial; Editorial Policies; Effect Size; Guidelines; Health Psychology; History of Psychology; Humans; Hypotheses; Hypothesis testing; Law and Psychology; Periodicals; Periodicals as Topic; Psychology; Psychology, Adolescent - methods; Psychology, Child - methods; Publishing; Research Design; Sample size; Science; Social behavior; Statistical Analysis; Statistical methods; Statistical power; Study Centers; Trends; Youth
• ISSN: 0047-2891; 1573-6601
• DOI: 10.1007/s10964-015-0375-0

Advances in developmental science and the Journal of Youth and Adolescence’s rapid growth urge us to provide statistical guidelines for prospective authors. In terms of the Journal, more guidance is needed because we have moved away from supporting purely qualitative work, have experienced an increase in submissions, continue to reach out to authors who do not typically publish in developmental journals, and receive many inquiries from authors wondering whether their studies fall within the Journal’s mission. In terms of statistical and methodological advances in our field, more guidance appears needed given concerns about statistical power, interest in replication, and the overall desire to develop a more robust science. These changes spur efforts to be more proactive in helping authors develop stronger manuscripts and make more informed decisions about submitting them. Before proceeding, however, it is important to emphasize that guidelines are just that: guidelines. Publication decisions, which rest on the projected impact of manuscripts, depend on several factors, including how to consider the guidelines. Yet, overall, we expect that considering the guidelines will both increase the likelihood of getting published in the Journal and of contributing to better developmental science, particularly when authors join us from disciplines with other expectations.