jedpsych-writing-style — independently scanned and version-tracked by SaferSkills.
SaferSkills independently audited jedpsych-writing-style (Agent Skill) and scored it 100/100 (green). The audit ran 55 deterministic rules across Security, Supply Chain, Maintenance, Transparency, and Community; it found 0 high-severity and 0 lower-severity findings. The full rule-by-rule trace and per-finding evidence are below. Free, methodology-open.
Findings & checks · 0 flagged
Every scanned point with the score it earned and what moved between them.
First recorded scan — no prior version to compare against.
The primary manifest — the file an agent reads to learn what this artifact does.
The Journal of Educational Psychology uses a full-length APA format with real room to develop theory, method, and results — manuscripts generally do not exceed 12,000 words excluding references, tables, figures, and appendices (检索于 2026-06；以官网为准), with a 250-word abstract, APA 7th edition style, double-spaced. Writing well here means a disciplined empirical arc that earns its length, stays masked, and keeps the educational-psychology contribution legible throughout. This skill is about fitting and polishing — not generating claims.
excluding references, tables, figures, and appendices.
IRB/institution names, and self-citations phrased in the first person ("our prior work" → third-person).
Discussion — not a survey. Every section should advance the contribution (see jedpsych-literature-positioning).
reader should know the contribution before the Method.
fidelity) in enough detail to replicate — this is where JEP rigor is judged.
multilevel/SEM detail; lead with the confirmatory tests, label exploratory ones.
practice; state limitations and constraints-on-generality honestly; avoid restating Results.
identity cue before submission.
For the cluster-randomized reading trial, the abstract states the question, design (with nesting), result (effect + CI + meaning), and an implication. Confirm the current abstract limit on the official page.
[Question] Does teacher-delivered comprehension-strategy instruction improve
transfer to novel texts? [Design] A preregistered cluster-randomized trial
(48 classrooms, 1,089 upper-elementary students) compared strategy
instruction with business-as-usual, using a two-level model with a pretest
covariate. [Result] Strategy instruction raised transfer comprehension
(g = 0.23, 95% CI [0.06, 0.40]; ~2 months of progress); gains in
metacognitive monitoring mediated about 40% of the effect. [Implication]
Explicit strategy instruction produces educationally meaningful, mechanism-
consistent transfer in authentic classrooms. [≈ 110 words; expand to ≤ 250.]| Section | Suggested share of body | Note |
|---|---|---|
| Introduction | ~20–25% | question, gap, contribution, theory — engage closest priors |
| Method | ~25–30% | design at the right level: nesting, power, measures, fidelity |
| Results | ~20–25% | confirmatory first; effect sizes + CIs; mechanism test |
| Discussion | ~20–25% | meaning + practice, then limitations/constraints |
| (excluded) | references, tables, figures, appendices | do not count toward the limit |
supplemental material**; cite in one sentence.
venue-appropriate.
jedpsych-literature-positioning).
【Length】body ≤ 12,000 words (excl. refs/tables/figures/appendices)?
【Abstract】≤ 250 words; question + design + effect + implication?
【APA 7th】headings, stats (ES+CI), citations, double-spaced? [Y/N]
【Masked】no names/affiliations/grant#/site/IRB/first-person self-cites? [Y/N]
【Cuts】what moved to online supplemental material
【Next】jedpsych-open-science-and-transparency../../resources/external_tools.md — papaja, reference managers, reproducible reporting../../resources/official-source-map.md — word format, abstract limit, masked review, APA 7th edition~30 seconds. Free. No account. Every finding cites a rule and a line of evidence.