The REME Research Unit has focused on the fields of methodological analysis, and implementation of statistical techniques and research design in applied fields. Among their subjects of study are research designs, the impact of the statistical reform, the power of tests and the effect size, and systematic reviews and meta-analyses. REME ultimately studies the elements related to statistical conclusion validity and the quality of the results produced. The research activities and publications have also taken place in the applied field, resulting in a body of knowledge that has been published in reputable magazines.

More specifically, some of the areas of research are the study of statistical education and re-education (difficulty to understand the concepts of statistical inference or use and abuse of statistical significance tests, which is essential to understand the elements of Bayesian inference), statistical cognition and meta-analytic thinking, and causal inference. Other areas include research design sensitivity and statistical conclusion validity, systematic reviews and meta-analyses (including network meta-analysis), and meta-research. Additionally, other researched topics are women in science, the implementation of gender perspective in teaching, heritage education and development of new measuring instruments that help understand new social realities usually linked to stereotypes, discrimination towards minorities and human mobility-related issues, such as migrations, sexual diversity, same-sex parenthood, internalised homophobia (both paternal and maternal) and microaggressions towards minority groups. Lastly, cognitive self-regulation in students and the teaching of emotional education are also being researched. Our latest topic of study is the adequate use of generative Artificial Intelligence in teaching. This research unit acts as a link between its members, who have contributed to various research projects funded by the Spanish Ministry of Education and the Universitat de València.

Lines of research:

1. Education, re-education, statistical cognition and meta-research. Incomprehension of the process of statistical inference. Study of the impact that the statistical reform had on researchers, teachers, professionals and university students. Evidence-based practice. Systematic reviews and meta-analyses (including network meta-analyses). Metascience. Scientific results validity. Replication. Researcher’s degrees of freedom. Scientist’s integrity and ethics.
2. Emotional and metacognitive aspects, academic performance and well-being of students and teachers in higher education in order to improve the teaching-learning process.
3. Measuring of psychological constructs and production of measuring instruments. Analysis of the construct validity, validation and development of measuring instruments. Study of the quality of psychometric reports. Quality of the transcultural adaptation of measuring instruments. Score invariance. Use and abuse of exploratory factor analysis and confirmatory factor analysis. Adequate use of internal consistency statistics depending on the measurement scale of variables.
4. Study of methodological and theoretical matters related to the area of psychological and social aspects. More specifically, those linked to innovation in teaching, migrations, human mobility, sexual diversity, gender perspective (both in general and applied to university teaching), women in science and facing catastrophic situations such as COVID-19 or infectious diseases. Analysis of prejudice and rejection towards minority group members, such as immigrants, homosexuals and transgender people. Study of variables related to internalised homophobia (including paternal and maternal) and daily life microaggressions. Minority stress.
5. Innovation in teaching. Use of new technologies, Artificial Intelligence and open learning. Innovation in teaching subjects related to research methodology (use of films, humour, portfolios, problem-based learning, cooperative learning and student active learning). Analysis of emotional aspects linked to the learning of research methodology subjects (academic anxiety, self-efficacy and statistics anxiety). Self-regulation of learning.