Understanding Predictors of Trust in Science Among University Students: Examining Scientific Reasoning, Cognitive Reflection, Education, and Personal Experiences with the Scientific Community

Abstract The present study examines how cognitive, socioeconomic and experiential factors, specifically scientific reasoning, cognitive reflection, education of participants and their parents, and personal experiences with the scientific community, relate to trust in science among university students. In addition, the study examines which of the aforementioned factors predict trust in science in a sample of university students. A questionnaire was administered to 150 Slovak university students. Correlational analysis revealed a positive relationship between trust in science and scientific reasoning. Moreover, trust in science was positively related to parents’ highest level of education but negatively to the length of participants’ university study. In addition, we found a positive relationship between trust in science and personal experiences with the scientific community. However, regression analysis revealed that personal experiences with the scientific community was the only significant predictor of trust in science. The results suggest that creating more opportunities for positive experiences with the scientific community could contribute to enhancing trust in science among university students, although the proposed causal link needs to be verified.