Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes.
Royal Society open science
Pownall, M., Azevedo, F., König, L. M., Slack, H. R., Evans, T. R., Flack, Z., Grinschgl, S., Elsherif, M. M., Gilligan-Lee, K. A., de Oliveira, C. M., Gjoneska, B., Kalandadze, T., Button, K., Ashcroft-Jones, S., Terry, J., Albayrak-Aydemir, N., Děchtěrenko, F., Alzahawi, S., Baker, B. J., Pittelkow, M. M., Riedl, L., Schmidt, K., Pennington, C. R., Shaw, J. J., Lüke, T., Makel, M. C., Hartmann, H., Zaneva, M., Walker, D., Verheyen, S., Cox, D., Mattschey, J., Gallagher-Mitchell, T., Branney, P., Weisberg, Y., Izydorczak, K., Al-Hoorie, A. H., Creaven, A. M., Stewart, S. L., Krautter, K., Matvienko-Sikar, K., Westwood, S. J., Arriaga, P., Liu, M., Baum, M. A., Wingen, T., Ross, R. M., O'Mahony, A., Bochynska, A., Jamieson, M., Tromp, M. V., Yeung, S. K., Vasilev, M. R., Gourdon-Kanhukamwe, A., Micheli, L., Konkol, M., Moreau, D., Bartlett, J. E., Clark, K., Brekelmans, G., Gkinopoulos, T., Tyler, S. L., Röer, J. P., Ilchovska, Z. G., Madan, C. R., Robertson, O., Iley, B. J., Guay, S., Sladekova, M., Sadhwani, S.
2023; 10 (5): 221255
Abstract
In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students' understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
View details for DOI 10.1098/rsos.221255
View details for PubMedID 37206965
View details for PubMedCentralID PMC10189598
A Roadmap to Large-Scale Multi-Country Replications in Psychology
COLLABRA-PSYCHOLOGY
Jarke, H., Anand-Vembar, S., Alzahawi, S., Andersen, T., Bojanic, L., Carstensen, A., Feldman, G., Garcia-Garzon, E., Kapoor, H., Lewis, S., Todsen, A., Veckalov, B., Zickfeld, J. H., Geiger, S. J.
2022; 8 (1)
A many-analysts approach to the relation between religiosity and well-being
RELIGION BRAIN & BEHAVIOR
Hoogeveen, S., Sarafoglou, A., Aczel, B., Aditya, Y., Alayan, A. J., Allen, P. J., Altay, S., Alzahawi, S., Amir, Y., Anthony, F., Appiah, O., Atkinson, Q. D., Baimel, A., Balkaya-Ince, M., Balsamo, M., Banker, S., Bartos, F., Becerra, M., Beffara, B., Beitner, J., Bendixen, T., Berkessel, J. B., Berniunas, R., Billet, M., Billingsley, J., Bortolini, T., Breitsohl, H., Bret, A., Brown, F. L., Brown, J., Brumbaugh, C. C., Buczny, J., Bulbulia, J., Caballero, S., Carlucci, L., Carmichael, C. L., Cattaneo, M. G., Charles, S. J., Claessens, S., Panagopoulos, M. C., Costa, A., Crone, D. L., Czoschke, S., Czymara, C., D'Urso, E., Dahlstrom, O., Dalla Rosa, A., Danielsson, H., De Ron, J., de Vries, Y., Dean, K. K., Dik, B. J., Disabato, D. J., Doherty, J. K., Draws, T., Drouhot, L., Dujmovic, M., Dunham, Y., Ebert, T., Edelsbrunner, P. A., Eerland, A., Elbaek, C. T., Farahmand, S., Farahmand, H., Farias, M., Feliccia, A. A., Fischer, K., Fischer, R., Fisher-Thompson, D., Francis, Z., Frick, S., Frisch, L. K., Geraldes, D., Gerdin, E., Geven, L., Ghasemi, O., Gielens, E., Gligoric, V., Hagel, K., Hajdu, N., Hamilton, H. R., Hamzah, I., Hanel, P. P., Hawk, C. E., Himawan, K. K., Holding, B. C., Homman, L. E., Ingendahl, M., Inkila, H., Inman, M. L., Islam, C., Isler, O., Izydorczyk, D., Jaeger, B., Johnson, K. A., Jong, J., Karl, J. A., Kaszubowski, E., Katz, B. A., Keefer, L. A., Kelchtermans, S., Kelly, J. M., Klein, R. A., Kleinberg, B., Knowles, M. L., Kolczynska, M., Koller, D., Krasko, J., Kritzler, S., Krypotos, A., Kyritsis, T., Landes, T. L., Laukenmann, R., Forsyth, G., Lazar, A., Lehman, B. J., Levy, N., Lo, R. F., Lodder, P., Lorenz, J., Lowicki, P., Ly, A. L., Maassen, E., Magyar-Russell, G. M., Maier, M., Marsh, D. R., Martinez, N., Martinie, M., Martoyo, I., Mason, S. E., Mauritsen, A., McAleer, P., McCauley, T., McCullough, M., McKay, R., McMahon, C. M., McNamara, A. A., Means, K. K., Mercier, B., Mitkidis, P., Monin, B., Moon, J. W., Moreau, D., Morgan, J., Murphy, J., Muscatt, G., Nagel, C., Nagy, T., Nalborczyk, L., Nilsonne, G., Noack, P., Norenzayan, A., Nuijten, M. B., Olsson-Collentine, A., Oviedo, L., Pavlov, Y. G., Pawelski, J. O., Pearson, H., Pedder, H., Peetz, H. K., Pinus, M., Pirutinsky, S., Polito, V., Porubanova, M., Poulin, M. J., Prenoveau, J. M., Prince, M. A., Protzko, J., Pryor, C., Purzycki, B. G., Qiu, L., Putter, J., Rabelo, A., Radell, M. L., Ramsay, J. E., Reid, G., Roberts, A. J., Luna, L., Ross, R. M., Roszak, P., Roy, N., Saarelainen, S. K., Sasaki, J. Y., Schaumans, C., Schivinski, B., Schmitt, M. C., Schnitker, S. A., Schnuerch, M., Schreiner, M. R., Schuttengruber, V., Sebben, S., Segerstrom, S. C., Seryczynska, B., Shjoedt, U., Simsek, M., Sleegers, W. A., Smith, E. R., Sowden, W. J., Spath, M., Sporlein, C., Stedden, W., Stoevenbelt, A. H., Stuber, S., Sulik, J., Suwartono, C., Syropoulos, S., Szaszi, B., Szecsi, P., Tappin, B. M., Tay, L., Thibault, R. T., Thompson, B., Thurn, C. M., Torralba, J., Tuthill, S. D., Ullein, A., Van Aert, R. M., van Assen, M. M., Van Cappellen, P., van den Akker, O. R., Van der Cruyssen, I., Van der Noll, J., van Dongen, N. N., Van Lissa, C. J., van Mulukom, V., van Ravenzwaaij, D., van Zyl, C. J., Vaughn, L., Verschuere, B., Vianello, M., Vilanova, F., Vishkin, A., Vogel, V., Vogelsmeier, L. E., Watanabe, S., White, C. M., Wiebels, K., Wiechert, S., Willett, Z. Z., Witkowiak, M., Witvliet, C. O., Wiwad, D., Wuyts, R., Xygalatas, D., Yang, X., Yeo, D. J., Yilmaz, O., Zarzeczna, N., Zhao, Y., Zijlmans, J., van Elk, M., Wagenmakers, E.
2022
Strategic Mindsets and Support for Social Change: Impact Mindset Explains Support for Black Lives Matter Across Racial Groups.
Personality & social psychology bulletin
Vani, P., Alzahawi, S., Dannals, J. E., Halevy, N.
2022: 1461672221099710
Abstract
How does the self-relevance of a social movement shape individuals' engagement with it? We examined the decision-making processes that underlie support for Black Lives Matter (BLM) among Black, Hispanic, Asian, and White Americans. We find significant between-group differences in levels of support for BLM, both in terms of past behavior (Study 1) and in terms of future intentions to support the movement (Study 2). These differences notwithstanding, thinking about how one's decisions impact others - which we label impact mindset - explains support for BLM across racial groups, cross-sectionally as well as longitudinally (over 8 months later). Our findings underscore the equivalence of the impact mindset construct across racial groups and its predictive power in the context of BLM. We conclude that, although the struggle for racial justice has different meanings for different racial groups, the same mindset underlies both in-group advocacy and allyship in the context of BLM.
View details for DOI 10.1177/01461672221099710
View details for PubMedID 35751172
There is no psychology without inferential statistics.
The Behavioral and brain sciences
Alzahawi, S., Monin, B.
2022; 45: e2
Abstract
Quantification has been constitutive of psychology since its inception and is core to its scientific status. The adoption of qualitative methods eschewing inferential statistics is therefore unlikely to obtain. Rather than discarding useful tools because of improper use, we recommend highlighting how inferential statistics can be more thoughtfully applied.
View details for DOI 10.1017/S0140525X2100056X
View details for PubMedID 35139976
https://orcid.org/0000-0002-6892-4643