Perceived statistical knowledge level and self-reported statistical practice among academic psychologists
Articolo
Data di Pubblicazione:
2018
Abstract:
Introduction: Publications arguing against the null hypothesis significance testing
(NHST) procedure and in favor of good statistical practices have increased. The most
frequently mentioned alternatives to NHST are effect size statistics (ES), confidence
intervals (CIs), and meta-analyses. A recent survey conducted in Spain found that
academic psychologists have poor knowledge about effect size statistics, confidence
intervals, and graphic displays for meta-analyses, which might lead to a misinterpretation
of the results. In addition, it also found that, although the use of ES is becoming
generalized, the same thing is not true for CIs. Finally, academics with greater knowledge
about ES statistics presented a profile closer to good statistical practice and research
design. Our main purpose was to analyze the extension of these results to a different
geographical area through a replication study.
Methods: For this purpose, we elaborated an on-line survey that included the same
items as the original research, and we asked academic psychologists to indicate their
level of knowledge about ES, their CIs, and meta-analyses, and how they use them.
The sample consisted of 159 Italian academic psychologists (54.09% women, mean
age of 47.65 years). The mean number of years in the position of professor was 12.90
(SD = 10.21).
Results: As in the original research, the results showed that, although the use of effect
size estimates is becoming generalized, an under-reporting of CIs for ES persists. The
most frequent ES statistics mentioned were Cohen’s d and R2/!
2, which can have
outliers or show non-normality or violate statistical assumptions. In addition, academics
showed poor knowledge about meta-analytic displays (e.g., forest plot and funnel plot)
and quality checklists for studies. Finally, academics with higher-level knowledge about
ES statistics seem to have a profile closer to good statistical practices.
Conclusions: Changing statistical practice is not easy.This change requires statistical
training programs for academics, both graduate and undergraduate.
Tipologia CRIS:
03A-Articolo su Rivista
Keywords:
Confidence interval; Education; Effect size; Meta-analysis; Survey study; Psychology (all)
Elenco autori:
Badenes-Ribera, Laura*; Frias-Navarro, Dolores; Iotti, Nathalie O.; Bonilla-Campos, Amparo; Longobardi, Claudio
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