scholarly journals Editorial: Mathematical and Statistics Anxiety: Educational, Social, Developmental and Cognitive Perspectives

2016 ◽  
Vol 7 ◽  
Author(s):  
Kinga Morsanyi ◽  
Irene C. Mammarella ◽  
Dénes Szücs ◽  
Carlo Tomasetto ◽  
Caterina Primi ◽  
...  
Keyword(s):  
Statistics Anxiety ◽  
Cognitive Perspectives

Affective and Cognitive Perspectives on Fairness

2012 ◽  
Author(s):  
Jason A. Colquitt ◽  
Michael D. Baer ◽  
Maureen L. Ambrose
Keyword(s):  
Cognitive Perspectives

Pre-Registration in the Undergraduate Dissertation: A Critical Discussion

2020 ◽  
Author(s):  
Madeleine Pownall
Keyword(s):  
Resource Constraints ◽  
Open Science ◽  
Critical Discussion ◽  
Perceived Barriers ◽  
Science Literature ◽  
Statistics Anxiety ◽  
Questionable Research Practices ◽  
Research Findings ◽  
Potential Benefits ◽  
Data Analysis Plan

Currently under review at Psychology Teaching Review. Over recent years, Psychology has become increasingly concerned with reproducibility and replicability of research findings (Munafò et al., 2017). One method of ensuring that research is hypothesis driven, as opposed to data driven, is the process of publicly pre-registering a study’s hypotheses, data analysis plan, and procedure prior to data collection (Nosek, Ebersole, DeHaven, & Mellor, 2018). This paper discusses the potential benefits of introducing pre-registration to the undergraduate dissertation. The utility of pre-registration as a pedagogic practice within dissertation supervision is also critically appraised, with reference to open science literature. Here, it is proposed that encouraging pre-registration of undergraduate dissertation work may alleviate some pedagogic challenges, such as statistics anxiety, questionable research practices, and research clarity and structure. Perceived barriers, such as time and resource constraints, are also discussed.

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