“REASONABLE” YET UNKNOWN: TO WHAT EXTENT PSYCHOLOGY STUDENTS AGREE WITH OPEN SCIENCE NORMS?
DOI:
https://doi.org/10.47054/eqepb948Keywords:
open science, replication crisis, repository, preregistration, psychology studentsAbstract
Open science is emerging as a key paradigm for improving the credibility of scientific knowledge. The sustainability of open science, in turn, depends on the attitudes and practices of future researchers. This research aims to examine the awareness and understanding of psychology students about open science practices. The results show that the majority of students are not familiar with the concept of open science and preregistration, and those who are familiar with it most often equate it with open access to publications. Nevertheless, students express relative support for research scenarios that operationalize norms such as critical thinking, transparency and avoidance of questionable research practices, however they have relative reservations towards newer practices such as preregistration, registered reports, preprints and open data. The findings indicate the need for systematic introduction of open science concepts into teaching, through gradual and pedagogically designed integration, in order to develop transparent, responsible and replicable research practices among future psychologists.
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