Browsing by Author "Frias-Navarro D"

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    Another Science Is Possible
    (Frontiers Media, 8/06/2020) Perezgonzalez J; Frias-Navarro D; Pascual-Llobell J; Dettweiler, U; Hanfstingl, B; Schroter, H
    The philosopher of science Isabelle Stengers provides some food for thought regarding both the way we are doing science and the need for an alternative approach likened to the slow movement in other spheres of life.
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    Book Review: Another Science Is Possible
    (Frontiers Media S.A., 2018-04-04) Perezgonzalez JD; Frias-Navarro D; Pascual-Llobell J; Dettweiler U
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    Commentary: Psychological Science’s Aversion to the Null
    (Frontiers Media SA, 9/06/2020) Perezgonzalez JD; Frias-Navarro D; Pascual-Llobell J; Dettweiler, U; Hanfstingl, B; Schroter, H
    Heene and Ferguson (2017) contributed important epistemological, ethical and didactical ideas to the debate on null hypothesis significance testing, chief among them ideas about falsificationism, statistical power, dubious statistical practices, and Publication bias. Important as those contributions are, the authors do not fully resolve four confusions which we would like to clarify.
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    Statistical Inference as Severe Testing. How to Get Beyond the Statistics Wars
    (Frontiers Media S.A., 2019-04-05) Perezgonzalez JD; Pascual-Soler M; Pascual-Llobell J; Frias-Navarro D; Coxe S
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    Statistics anxiety in university students in assessment situations
    (Editorial Universitat Politècnica de València, 2018) Frias-Navarro D; Monterde-i-Bort H; Navarro-Gonzalez N; Molina-Palomero O; Pascual-Soler M; Perezgonzalez J; Longobardi C; Domenech J; Merello P; de la Poza E; Blazquez D
    Many students have feelings of state anxiety when taking exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statistics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students’ anxiety and uncertainty when beginning a statistics course. Financial support: Project UV-INV-AE17-698616. University of Valencia. Spain.