Mapping students' Open Science attitudes and preferences: Country and education level differences

Open Science (OS) practices are frequently recommended as a means to improve research. OS, among other aspects, stands for more transparency, standardized approaches to doing research, and scientific accountability. Despite its centrality to science, OS isnot universally embraced yet. How OS attitudes are adopted is especially unknown for earlier educational stages, namely, for Bachelor, Master, and PhD students.In the present Registered Report, we aim to explore attitudes and preferences towards the mostcommon OS practices of psychology students (N = 950) across seven countries (Germany, France, the UK, Netherlands, the US, Norway, and Austria) and three different educational student levels (Bachelor, Master, and PhD). To do so we use a newly developed measurement instrument, namely, PATOS-S. Besides the common self-report method, PATOS-S includes rankings, decision dilemmas and tasks with an open response format. Using this mixed methods approach, the present study investigates differences in OS preferences of students between countries and educational levels. Further, the present paper explores potential preconditions, namely, other predictors of students’ OS preferences, like availability of OS initiatives and OS-seminars at the university. The findings are meant to offer valuable first insights into what influences students’ OS attitudes and, subsequently, how to effectively implement Open Science practices within the community of early career researchers.