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    Conceptual replication of Seo (2008), “Self-efficacy as a mediator in the relationship between self-oriented perfectionism and academic procrastination”
    (12/12/2021) Williams M; Edwards SR
    Introduction Self-oriented perfectionism is the tendency to set high standards for oneself and evaluate one’s behaviour accordingly. Based on a study of 692 students in Korea, Seo (2008) reported finding a negative relationship between self-oriented perfectionism and academic procrastination – i.e., the tendency to procrastinate on academic tasks. Furthermore, Seo reported that this relationship was completely mediated by self-efficacy. Seo’s study has been influential in the literature but to our knowledge has not yet been independently replicated. In this study we report a preregistered conceptual replication testing five hypotheses based on Seo’s key findings. Material and methods A detailed preregistration (including data processing and analysis syntax) was lodged in advance of data collection at https://osf.io/xfvd8. Participants were 575 students recruited from OECD countries using prolific.co. Academic procrastination was measured via an adapted version of the Procrastination Assessment Scale – Students, while self-oriented perfectionism was measured via the 5-item self-oriented perfectionism subscale of the Big Three Perfectionism Scale. Self-efficacy was measured via the New General Self-Efficacy Scale. Both ordinary least squares regression and structural equation modelling were used to test hypotheses. Results We found no evidence of a bivariate relationship between self-oriented perfectionism and academic procrastination in either set of analyses. However, we did find evidence of a small and negative indirect effect of self-oriented perfectionism on academic procrastination via self-efficacy. Conclusions We were only able to partially replicate Seo’s key findings, having found no evidence of a negative relationship between self-oriented perfectionism and academic procrastination.
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    What do incoming university students believe about open science practices in psychology?
    (SAGE Publications, 11/07/2022) Beaudry JL; Williams M; Philipp MC; Kothe EJ
    Background: Understanding students’ naive conceptions about the norms that guide scientific best practice is important so that teachers can adapt to students’ existing understandings. Objective: We examined what incoming undergraduate students of psychology believe about reproducibility and open science practices. Method: We conducted an online survey with participants who were about to start their first course in psychology at a university (N = 239). Results: When asked to indicate how a researcher should conduct her study, most students endorsed several open science practices. When asked to estimate the proportion of published psychological studies that follow various open science practices, participants’ estimates averaged near 50%. Only 18% of participants reported that they had heard the term “replication crisis.” Conclusion: Despite media attention about the replication crisis, few incoming psychology students in our sample were familiar with the term. The students were nevertheless in favour of most open science practices, although they overestimated the prevalence of some of these practices in psychology. Teaching Implications: Teachers of incoming psychology students should not assume pre-existing knowledge about open science or replicability.