Use of mixed methods in educational psychology journals increased after the 2019 Contemporary Educational Psychology special issue, with 54.4% of the 2016–2022 mixed methods articles published in 2020–2022¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 28.1% (16/57) of the identified mixed methods articles appeared in 2016–2018, 17.5% (10/57) in 2019, and 54.4% (31/57) in 2020–2022. → Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca 2025

Evidence¶

Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca 2025¶

Matthew T. McCrudden · Macy Bowman · Gala Sofia Campos Oaxaca. (2025). Reporting of Methodological Rigor in Empirical Mixed Methods Research in Educational Psychology. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10090-8

q2 · i? · review · r2

Trend analysis of the 57 mixed methods articles across three-year windows around the 2019 CEP special issue; the review reports "54.4% ( n = 31/57) of these empirical mixed methods articles were published" after the special issue, versus 28.1% before it.

"In the three-year period (2020–2022) after the CEP special issue, 54.4% ( n = 31/57) of these empirical mixed methods articles were published."

Discussion¶

Related Claims¶

• Mixed methods articles were rare (2.55% of empirical articles) in five educational psychology journals from 2016 to 2022, with most articles quantitative — related
• Reporting quality was highest for data collection (84.2% high ratings) and data analysis (80.7%), and lowest for mixed methods study design (47.4%), aims and purposes (52.6%), and elements of writing (54.4%) — related