Funnel plot of standard error by Fisher’s Z.

<p>Funnel plot of standard error by Fisher’s Z.</p

Materials for Studies 1–4. CRT = Cognitive Reflection Test.

<p>Materials for Studies 1–4. CRT = Cognitive Reflection Test.</p

Mean proportion correct and associated standard deviations and skewness (in brackets: SD /_Skew) for cognitive variables.

<p>Mean proportion correct and associated standard deviations and skewness (in brackets: SD /_Skew) for cognitive variables.</p

Demographics for full participant samples (i.e., excluding those who failed the attention check) in Studies 1–4.

<p>Demographics for full participant samples (i.e., excluding those who failed the attention check) in Studies 1–4.</p

Mean accuracy on Analytic Cognitive Style (ACS) measures as a function of theism (taken in a mass testing survey). <i>N</i>’s = 570, 294, 200 (respectively).

<p>Mean accuracy on Analytic Cognitive Style (ACS) measures as a function of theism (taken in a mass testing survey). <i>N</i>’s = 570, 294, 200 (respectively).</p

Correlations (<i>r</i>) between religious belief (taken in a mass-testing survey) and performance on cognitive tests.

<p>Correlations (<i>r</i>) between religious belief (taken in a mass-testing survey) and performance on cognitive tests.</p

Summary of studies reporting a correlation (<i>r</i>) between a behavioral measure of analytic thinking and religiosity (variously measured). Significant correlations are in bold.

<p>Summary of studies reporting a correlation (<i>r</i>) between a behavioral measure of analytic thinking and religiosity (variously measured). Significant correlations are in bold.</p

Data from an international multi-centre study of statistics and mathematics anxieties and related variables in university students (the SMARVUS dataset)

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/]