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This large, international dataset contains survey responses from N = 12,570 students from 100 universities in 35 countries, collected in 21 languages. We measured anxieties (statistics, mathematics, test, trait, social interaction, performance, creativity, intolerance of uncertainty, and fear of negative evaluation), self-efficacy, persistence, and the cognitive reflection test, and collected demographics, previous mathematics grades, self-reported and official statistics grades, and statistics module details. Data reuse potential is broad, including testing links between anxieties and statistics/mathematics education factors, and examining instruments' psychometric properties across different languages and contexts. Data and metadata are stored on the Open Science Framework website [https://osf.io/mhg94/]. [ABSTRACT FROM AUTHOR]

To advance the goals and values of open science, it is vital that the next generation of researchers, i.e. PhD researchers, is supported in adopting open science practices. However, to date, there is no comprehensive understanding of psychology PhD researchers' knowledge, perceptions, and experiences with open science in a UK context. The present study used a pre-registered mixed methods design to fill this gap in the literature, by surveying psychology PhD students in the UK (n = 196) on their experiences with open science, perceptions of open science, and knowledge of open science tools and practices. Our findings demonstrate that while attitudes towards questionable research practices were consistently high, knowledge and perceptions of open science tools and practices varied considerably across PhD researchers. In particular, supervisory support and guidance with open science practices was mixed across participants. Perceived benefits of engaging with open science included benefits to employability, signalling researcher credibility, sharing learning and resources, building collaboration and relationships, and wider dissemination of PhD researchers' work. Perceived barriers included lack of time, financial reasons, fear of scooping, fear of judgement or criticism, and incompatibility with research paradigms (e.g. qualitative research). Implications for policy, including British Psychological Society training and support, are discussed. [ABSTRACT FROM AUTHOR]

Parent-carers of children with complex needs often lead lives impacted by challenging constellations of disadvantage and can become enmeshed in complex and contradictory tapestries of care structures and relations. Against a backdrop of financial austerity and under-resourced or exclusionary service practices, peer support groups may become increasingly important and confer valuable benefits not available elsewhere. This article focuses on one such group developed for parent-carers of children diagnosed with attention deficit hyperactivity disorder, and reports on semi-structured interviews with 13 parent-carers. Drawing upon Pols' empirical ethics of care, we nuance and detail the care that emerged in these settings, highlighting the material and relational practices that developed. We conclude that peer support groups can offer new and vital possibilities, re-situating participants from individualised positions of burden, isolation and social exclusion to confident, positive, active connectedness, by means of an affective and effective relational process we call 'solidarity-as-care'. [ABSTRACT FROM AUTHOR]