Lecturer
Email: ana.stojanov@otago.ac.nz
Phone: +64 3 479 8601
About Ana
My background is in social, developmental and educational psychology. Originally from Macedonia, I completed a Mphil in Psychology and Education at the University of Cambridge and PhD at the University of Otago. Early in my career, I worked as a Program Assistant, and later Program Coordinator, in Education-related Projects focused on policy, but my true passion is research (recently I discovered that teaching could be just as enjoyable).
My current research interests are broad, but they all relate to academic literacy. In particular, I am interested in the peer-review process (e.g., What are the motives for serving as a peer reviewer and how do they relate to the quality of peer review?), misinformation (e.g., Do universities adequately prepare students to resist misinformation?), and academic integrity (e.g., How 'safe' are students experiencing the communication when accused of academic misconduct?).
I am currently involved in the Theories of Teaching and Learning Café series and running introductory workshops on quantitative methods and basic statistical concepts.
I am looking forward to accompanying postgraduate students on their research journeys so am open to student inquiries and discussing potential projects.
After work, I like to catch up with friends in Macedonia, play board games with my family or go for a walk.
Publications
Stojanov, A., Liu, Q., & Koh, J. H. L. (2024). University students’ self-reported reliance on ChatGPT for learning: A latent profile analysis. Computers & Education: Artificial Intelligence, 6, 100243. doi: 10.1016/j.caeai.2024.100243 Journal - Research Article
Hannawa, A. F., & Stojanov, A. (2024). "Compliant supporters," "anxious skeptics," and "defiant deniers": A latent profile analysis of people’s responses to COVID-19 communications. Health Communication, 39(1), 148-160. doi: 10.1080/10410236.2022.2162224 Journal - Research Article
Daniel, B. K., & Stojanov, A. (2023). Trailing the Analytics and Research Methods (ARM) programme in East Africa: Evaluation, overall satisfaction and quality. In B. K. Daniel & R. Bisaso (Eds.), Higher education in sub-Saharan Africa in the 21st century: Pedagogy, research and community-engagement. (pp. 235-246). Singapore: Springer Nature. doi: 10.1007/978-981-99-3212-2_14 Chapter in Book - Research
Stojanov, A., Daniel, B. K., Kenig, N., & Hoskins, N. (2023). Social media use and digital competence as predictors of students' familiarity with MOOCs. International Journal of E-Learning & Distance Education / Revue internationale du e-learning et la formation à distance, 38(2). doi: 10.55667/10.55667/ijede.2023.v38.i2.1280 Journal - Research Article
Stojanov, A., & Hannawa, A. (2023). Toward French and Italian language validations of the Conspiracy Mentality Scale (CMS). Measurement Instruments for the Social Sciences, 5, e11429. doi: 10.5964/miss.11429 Journal - Research Article