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Evaluating the Pedagogical Effectiveness of Study Preregistration in the Undergraduate Dissertation
Madeleine Pownall*, Charlotte R. Pennington, Emma Norris, Marie Juanchich, David Smailes, Sophie Russell, Debbie Gooch, Thomas Rhys Evans, Sofia Persson, Matthew H. C. Mak, Loukia Tzavella, Rebecca Monk, Thomas Gough, Christopher S. Y. Benwell, Mahmoud Elsherif, Emily Farran, Thomas Gallagher-Mitchell, Luke T. Kendrick, Julia Bahnmueller, Emily Nordmann
*Corresponding author for this work
- School of Psychology, University of Leeds, Leeds, England
- School of Psychology, Aston University, Birmingham, UK
- Department of Health Sciences, Brunel University, London, England
- Department of Psychology, University of Essex, Colchester, UK
- Department of Psychology, Northumbria University, Newcastle Upon Tyne, England
- School of Psychology, University of Surrey, Guildford, England
- School of Human Sciences, University of Greenwich, London, England
- School of Social Sciences, Leeds Beckett University, Leeds, England
- Department of Psychology, University of York, York, England
- School of Psychology, Cardiff University, Cardiff, Wales
- University of Liverpool
- Department of Psychology, University of Dundee, Dundee, Scotland
- School of Psychology, University of Leicester, Leicester, England
- Department of Psychology, Liverpool Hope University, Liverpool, England
- Department of Psychology, Royal Holloway University of London, Egham, England
- Department of Mathematics Education, Loughborough University, Loughborough, England
- School of Psychology, University of Glasgow, Glasgow, Scotland
- Department of Experimental Psychology, University of Oxford, Oxford, England
- University College Dublin
- School of Psychology, Lancaster University, Lancaster, England
- School of Psychology, University of the West of England, Bristol, England
- Department of Psychology, University of Worcester, Worcester, England
- Department of Experimental Psychology, University College London, London, England
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