Extensive debate of potentially common, yet questionable research practices that lead to biased findings within social and health sciences has emerged over the last decade. These challenges likely apply to educational psychology, though the field has been slow to address them. This article discusses current research norms, strategic solutions proposed under the broad rubric of “open science,” and the implications of both for the way research syntheses in educational psychology are conducted and the quality of the information they produce. Strategies such as preregistration, transparent reporting, open materials and data, and registered reports stand to address significant threats to the validity of research syntheses. These include challenges associated with publication, dissemination, and selective reporting biases, comprehensive information retrieval, and opportunities to execute unique analytic approaches. A final issue is the development of parallel solutions that address biases in the decision making and practices of researchers conducting and evaluating research syntheses.

Narrative inquiry, as one form of qualitative research, has recently attracted some interest within the field of sport and exercise psychology. Seeking to be theoretically imaginative and instigate dialogue, this article focuses attention on five main issues within ongoing conversations among sport and exercise psychology researchers who promote and/or engage in narrative research. Theoretically inspired and grounded, these interrelated issues include, motivations for why researchers have turned to narrative, the concept of ‘the self’, interviewing, the issue of ‘truth’, and representation. Some implications of these issues for sport and exercise psychology are also highlighted. The article closes with some reflections about the future directions that narrative inquiry might take.

As a developmental psychologist who has conducted studies in educational practice for about thirty years. A series of developmental psychology studies rooted in Chinese culture were performed, and the findings led us to focus on students' potential in growth, developmental fullness and educational ecosystem. This article mainly talked about three aspects: the viewpoints about the nature of psychological development formed in the context of school; promoting students' development by continually constructing cultural ecosystem; the characteristics of researches by taking the perspective of cultural ecology and discoveries about deficiency in basic abilities. All of these were based on educational objectives and conducted in educational practice, so they were integrative and dynamic transformation. In educational intervention, aesthetic potential was also found. The relation between aesthetic potential and full development was put forward.

Barzilai and Chinn (2018) have advocated for framing education more overtly around epistemic matters to help students learn how to create worthwhile epistemic aims, which they achieve by using appropriate epistemic standards and enacting suitable reliable processes. It is not clear, though, whether existing disciplinary education already addresses aspects of epistemic education. The current study examined associations between prior students’ disciplinary achievement and use of epistemic ideals and reliable processes when judging the quality of published research, and planning their own research study. Seventy-one psychology majors completed an Epistemic Criteria and Strategies Assessment, which elicited their abilities to judge the quality of extant published research, and to use their knowledge of research design to design a study of their own within the discipline of psychology. Responses were coded for students’ application of epistemic ideals and reliable processes for producing justifiable knowledge. Results indicated that students did engage in epistemic cognition. In doing so, there were positive associations between prior achievement in psychology courses and more frequent employment of epistemic ideals to evaluate the quality of published research, and with greater evidence for students’ metacognitive reflection on their epistemic ideals and reliable processes when designing a study in psychology. These findings illustrate the importance of incorporating epistemic education in curricula, with implications for future epistemic cognition research.