scholarly journals Preprint - The prevalence of marginal significance in psychology over time

2017 ◽  
Author(s):  
Anton Olsson-Collentine ◽  
Marcel A. L. M. van Assen ◽  
Chris Hubertus Joseph Hartgerink
Keyword(s):  
Social Psychology ◽  
General Trend ◽  
American Psychological Association ◽  
Regular Expressions ◽  
American Psychological ◽  
P Values ◽  
Evidential Value ◽  
Increasing Trend ◽  
Individual Interpretation ◽  
Over Time

We examined the proportion of p-values (.05<𝑝≤.1) reported as marginally significant in 44,200 articles across 9 psychology disciplines, published in 70 journals belonging to the American Psychological Association (APA) between 1985 and 2016. Using regular expressions we extracted 42,504 p-values between .05 and .1. Almost 40% of p-values between .05 and .1 were reported as marginally significant, though there were considerable differences between disciplines. The practice is most common in organizational psychology (45.4%) and the least common in clinical psychology (30.1%). Contrary to what was reported by Pritschet, Powell, and Horne (2016), we found no evidence of an increasing trend in any discipline; in all disciplines the percentage of p-values reported as marginally significant was decreasing or constant over time. The 'Journal of Personality and Social Psychology' (JPSP), also examined by Pritschet et al., was an exception to the general trend and showed an increase over time. The degree to which reporting results as marginally significant is problematic depends largely on individual interpretation. Due to the low evidential value of p-values between .05 and .1 we recommend against reporting these results as marginally significant.

scholarly journals The Prevalence of Marginally Significant Results in Psychology Over Time

2019 ◽  
Vol 30 (4) ◽  
pp. 576-586 ◽  
Author(s):  
Anton Olsson-Collentine ◽  
Marcel A. L. M. van Assen ◽  
Chris H. J. Hartgerink
Keyword(s):  
Clinical Psychology ◽  
American Psychological Association ◽  
Organizational Psychology ◽  
Regular Expressions ◽  
American Psychological ◽  
P Values ◽  
Evidential Value ◽  
Increasing Trend ◽  
Over Time

We examined the percentage of p values (.05 < p ≤ .10) reported as marginally significant in 44,200 articles, across nine psychology disciplines, published in 70 journals belonging to the American Psychological Association between 1985 and 2016. Using regular expressions, we extracted 42,504 p values between .05 and .10. Almost 40% of p values in this range were reported as marginally significant, although there were considerable differences between disciplines. The practice is most common in organizational psychology (45.4%) and least common in clinical psychology (30.1%). Contrary to what was reported by previous researchers, our results showed no evidence of an increasing trend in any discipline; in all disciplines, the percentage of p values reported as marginally significant was decreasing or constant over time. We recommend against reporting these results as marginally significant because of the low evidential value of p values between .05 and .10.

Bringing Social Justice into the Statistics Classroom

2020 ◽  
pp. 009862832097987
Author(s):  
Tamera Garlington ◽  
Valerie M. Ryan ◽  
Catherine Nolty ◽  
Hannah Ilagan ◽  
Zachary J. Kunicki
Keyword(s):  
Social Psychology ◽  
Social Justice ◽  
Developmental Psychology ◽  
Statistical Tests ◽  
American Psychological Association ◽  
Psychology Students ◽  
Future Research ◽  
American Psychological ◽  
Pedagogical Tools ◽  
Student's Attitudes

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.

scholarly journals American Psychology Is Becoming More International, But Too Slowly: Comment on Thalmayer et al. (2020)

2020 ◽  
Author(s):  
Gregory D. Webster ◽  
Elizabeth Mahar ◽  
Val Wongsomboon
Keyword(s):  
Multilevel Models ◽  
American Psychological Association ◽  
American Psychological ◽  
American Psychology ◽  
American Authors ◽  
Policy Proposals ◽  
Linear Decline ◽  
Over Time

Commenting on Thalmayer et al. (2020), we provide broader analysis of the national institutional affiliations of authors (2,978), editors (286), and consulting editors (2,652) from seven (vs. six) American Psychological Association (APA) journals that span over 40 (vs. 30) years. Using multilevel models, results showed that percentages of lead authors at American institutions decreased linearly and significantly and over time. Predicted mean percentages of American authors were 86% in 1978 versus 54% in 2018, a decrease of 37%. Percentages of editors and consulting editors at American institutions also decreased significantly; however the effect for consulting editors was also quadratic—the linear decline accelerated over time. Predicted mean percentages of American consulting editors at 10-year intervals (1980–2020) were 94%, 92%, 89%, 80%, and 69%. Our 2020 predicted mean of 69% American consulting editors was notably lower than Thalmayer et al.’s (2020) 2018 mean of 82%. In addition, higher-impact journals had more pronounced quadratic declines in the percentages of American consulting editors over time. American psychology continues to become more international, but not quickly enough. We concur with Thalmayer et al.’s (2020) policy proposals, especially that APA journals and their editors should actively pursue non-American associate and consulting editors.

scholarly journals Towards causal explanations of language mechanisms behind emotion development

2021 ◽  
Author(s):  
Marie Adrienne Robles Manalili
Keyword(s):  
Inclusive Education ◽  
Ecological Validity ◽  
American Psychological Association ◽  
Research Literature ◽  
Social Emotional ◽  
American Psychological ◽  
Causal Explanations ◽  
Emotion Development ◽  
Evidential Value ◽  
Language Difficulties

There is a growing body of evidence suggesting that language difficulties co-occur with social,emotional, and behavioural (SEB) difficulties in children (see St Clair et al., 2011; Levickis et al., 2018).However, the research literature has not yet uncovered the direct causal mechanisms behind this cooccurrence.To illustrate this, I will begin with an overview of key emotion theories that the existingco-occurrence studies have missed. I will then examine relevant language and emotion developmentresearch on the basis of (1) theoretical framework, (2) methodological rigour, (3) ecological validity ofprocedures, and (4) evidential value to real-world educational and clinical contexts. Finally, I willconclude with my reflection on the causality between language difficulties and SEB difficulties inchildren. To respect the preference of the communities I represent, I will use identity-first andemancipatory language (American Psychological Association, 2019; Bottema-Beutel et al., 2020; TheAlliance for Inclusive Education, 2021) wherever applicable throughout this paper.

scholarly journals Distributions of p-values smaller than .05 in Psychology: What is going on?

2016 ◽  
Author(s):  
Chris HJ Hartgerink ◽  
Robbie CM van Aert ◽  
Michèle B Nuijten ◽  
Jelte M. Wicherts ◽  
Marcel ALM van Assen
Keyword(s):  
Social Psychology ◽  
Direct Evidence ◽  
Developmental Psychology ◽  
High Impact ◽  
Test Results ◽  
Applied Psychology ◽  
P Values ◽  
Psychological Literature ◽  
Two Measures ◽  
Over Time

Previous studies provided mixed findings on pecularities in p-value distributions in psychology. This paper examined 258,050 test results across 30,710 articles from eight high impact journals to investigate the existence of a peculiar prevalence of p-values just below .05 in the psychological literature, and a potential increase thereof over time. We indeed found evidence for a bump just below .05 in the distribution of exactly reported p-values in the journals Developmental Psychology, Journal of Applied Psychology, and Journal of Personality and Social Psychology, but the bump did not increase over the years and disappeared when using recalculated p-values. We found clear and direct evidence for the QRP ”incorrect rounding of p-value” (John et al., 2012) in all psychology journals. Finally, we also investigated monotonic excess of p-values, an effect of certain QRPs that has been neglected in previous research, and developed two measures to detect this by modeling the distributions of statistically significant p-values. Using simulations and applying the two measures to the retrieved test results, we argue that, although one of the measures suggests the use of QRPs in psychology, it is difficult to draw general conclusions concerning QRPs based on modeling of p-value distributions.

THE IMPERIALISM OF IN A NONWESTERN CULTURE

1997 ◽  
Vol 14 (1) ◽  
pp. 44-69
Author(s):  
Omar H. Khaleefa
Keyword(s):  
Social Psychology ◽  
Developmental Psychology ◽  
American Psychological Association ◽  
General Psychology ◽  
Specific Topic ◽  
Abnormal Psychology ◽  
The West ◽  
American Psychological ◽  
Study Behavior ◽  
Occupational Psychology

General psychology includes many areas of investigation: biologicalbases of behavior, sensation and perception, consciousness andattention, motivation and emotion, conditioning, learning, cognition,language, thinking, remembering and forgetting, intelligence, and personality.During the first half of the twentieth century, psychologistsclassified themselves as structuralists, functionalists, behaviorists,gestaltists, psychoanalysts, existentialists, humanists, or cognitivists.Today, such classifications are little used in the West. If one looks at thepublications of the American Psychological Association and the BritishPsychological Society, psychologists classify themselves according totheir fields or specific topic of hterest, such as social psychology,developmental psychology, abnormal psychology, psychotherapy,counseling, occupational psychology, psychometrics, media, women,and so on. Several tools are used in psychology to study behavior,among them surveys, questionnaires, interviews, observations, experiments,and tests.Psychology is defined as the scientific study of human behavior, andits theories and methods are considered scientific and universal.According to this understanding, there are four important terms that need ...

Teaching on the Edge: The Psychology of Sexual Orientation

1997 ◽  
Vol 24 (1) ◽  
pp. 27-32 ◽  
Author(s):  
Janis S. Bohan
Keyword(s):  
Social Psychology ◽  
Sexual Orientation ◽  
American Psychological Association ◽  
Active Role ◽  
American Psychological ◽  
Educational Activities ◽  
Psychology Of Women ◽  
Psychological Experiences ◽  
And Bisexual ◽  
Bisexual Identity

The American Psychological Association has charged its members with taking an active role in reducing the stigma attached to lesbian, gay, and bisexual identity in our society. One means of fulfilling this charge is for psychologists to undertake educational activities that present lesbian, gay, and bisexual experience in a thoughtful, scholarly, and informative manner. This article describes the development and conduct of a course titled The Psychology of Sexual Orientation, whose intent is to provide just such a substantive look at the psychological experiences of lesbian, gay, and bisexual individuals. Elements of the course may also be incorporated into other courses, such as social psychology, the psychology of women, the psychology of gender, or courses focusing on diversity.

scholarly journals Beyond Representation of Women in I-O to Producing Gender-Inclusive Knowledge

2018 ◽  
Vol 11 (3) ◽  
pp. 448-455
Author(s):  
Margaret S. Stockdale ◽  
Alice H. Eagly
Keyword(s):  
Cognitive Science ◽  
Developmental Psychology ◽  
American Psychological Association ◽  
American Psychological ◽  
Personality Psychology ◽  
Representation Of Women ◽  
Gender Balance ◽  
The Status ◽  
Over Time ◽  
Status Of Women

Gardner, Ryan, and Snoeyink (2018) provided an excellent and much-needed analysis of the status of women in industrial and organizational (I-O) psychology. Although others have produced overall assessments of the status of women in psychology (Eagly & Riger, 2014; Kite et al., 2001), these are not sufficient to identify conditions within the subfields of psychology. As shown by statistics on the divisions of the American Psychological Association (http://www.apa.org/about/division/officers/services/profiles.aspx), the subfields differ greatly in their gender balance, with some being male dominated (e.g., experimental and cognitive science), others female dominated (e.g., developmental psychology), and still others representing women and men more equally (e.g., social and personality psychology). I-O psychology is among the more gender-balanced fields, with an increasing proportion of women over time. It would seem that I-O's gradual inclusion of more women should have changed aspects of research and discourse in this field. In this comment, we argue that these women have produced impressive changes.

Moving toward the Scholarship of Teaching and Learning: The Classroom Can Be a Lab, Too!

2008 ◽  
Vol 35 (4) ◽  
pp. 262-266 ◽  
Author(s):  
Randolph A. Smith
Keyword(s):  
Teaching And Learning ◽  
American Psychological Association ◽  
Scholarly Work ◽  
American Psychological ◽  
Scholarship Of Teaching ◽  
Scholarly Teaching ◽  
Division 2 ◽  
Over Time

Division 2 of the American Psychological Association was practicing the scholarship of teaching long before Boyer (1990) coined the term, but Boyer brought the idea to academe's consciousness. Over time, however, the scholarship of teaching and “scholarly teaching” have become confused. Based on Richlin's (2001) work, I attempt to resolve this confusion by equating the scholarship of teaching with scholarly work by faculty. In addition, I point out the parallels between assessment and the scholarship of teaching and learning (SoTL) and provide tips for faculty who want to engage in SoTL research but see roadblocks in their way.

Sign in / Sign up

Export Citation Format

Share Document