Pre-Registration in the Undergraduate Dissertation: A Critical Discussion

Autor/in	Pownall, Madeleine
Titel	Pre-Registration in the Undergraduate Dissertation: A Critical Discussion
Quelle	In: Psychology Teaching Review, 26 (2020) 1, S.71-76 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Psychology; Undergraduate Students; Student Research; Teaching Methods; Research Reports; Supervision; Barriers; Role; Research Design; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Psychologie; Studentenforschung; Teaching method; Lehrmethode; Unterrichtsmethode; Research report; Forschungsbericht; Rollen; Forschungsdesign; Ausland; Großbritannien
Abstract	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 et al., 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. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/publications/journals/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01