Methodological Rigor in Mixed-Methods Research in Educational Psychology

• In Event: Reflections on Quality of Mixed-Methods Research From Multiple Perspectives

Abstract

In this paper we adapted and applied an existing mixed methods rigor framework (Harrison et al., 2020) to evaluate mixed methods research in educational psychology. We identified articles in six highly ranked educational psychology journals over a 6-year time span (2016-21). This proposal we focused on only two of those highly ranked journals: Journal of Educational Psychology and Contemporary Educational Psychology. We identified 29 mixed methods articles and further evaluated them using the adapted rigor framework. Although the prevalence of mixed methods articles in educational psychology journals were relatively low, the rigor was relatively high. This work can support authors who are wanting to engage in mixed methods research by providing them with a guide and tools to do so.

Authors

• Macy Bowman, Pennsylvania State University

• Matthew T. McCrudden, Pennsylvania State University