Procedural fairness during university education and students’ trust in science and scientists

Abstract

ABSTRACT Procedural fairness encourages numerous beneficial organizational behaviors across many institutional settings, including schools. However, little research has explored the consequences of fair treatment in the higher education context. To address this gap, we conducted three studies exploring whether students’ experience of procedural (un)fairness during university education predicts their trust in scientists in particular and trust in science, generally. The participants were university students from Poland (N = 240), the UK (N = 500), and the US (N = 501) recruited through online panels. In all three studies, we administered a questionnaire about students’ experiences of treatment during university studies. We used regression analysis (Studies 1 and 2) and Structural Equation Modelling (Study 3) for data analysis. We found that students’ experience of procedural justice was positively correlated with their trust in science, and negatively linked with their belief in conspiracy theories about COVID-19 vaccines. This effect was partially mediated by students’ trust in scientists in Study 2 and fully mediated in Study 3. In other words, interacting with fair academic teachers leads students to trust scientists initially and ultimately develop trust in science in general. The experience of fairness also reduces conspiracy beliefs, a finding especially salient in the light of the recent pandemic. Our research supports the understanding that trust is relational and interpersonal rather than an abstract and generalized attitude. We also contribute to the study of higher education by highlighting the significance of quality academic experience for shaping students’ broader attitudes.