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UID:pretalx-citizen-science-communication-trust-2026-7ANKKQ@ifkw.rz.tu-bs.d
 e
DTSTART;TZID=CET:20261005T153000
DTEND;TZID=CET:20261005T154500
DESCRIPTION:Participation in science communication is often proposed as a s
 trategy to enhance public trust in science (Gascoigne et al.\, 2022\; Kapp
 el & Holmen\, 2019). However\, empirical evidence on the participation-tru
 st link remains scarce and mixed (Bedessem et al.\, 2021\, 2023). Moreover
 \, the field lacks a theoretical understanding of why and how participatio
 n might affect trust. This results in a practical dilemma for science comm
 unicators and citizen science practitioners\, who must allocate resources 
 without knowing which participatory features are most likely to build trus
 t. \nTo address this gap\, the present contribution explores psychological
  distance as a potential mechanism that mediates participation's effects o
 n trust. According to Construal Level Theory\, perceived psychological dis
 tance – the subjective experience of removal from an entity along social
 \, temporal\, spatial or hypothetical dimensions – shapes how we mentall
 y represent that entity (Trope & Liberman\, 2010). Recent work on Psycholo
 gical Distance to Science (PSYDISC) shows that lower perceived PSYDISC is 
 linked to more favourable science evaluations and higher trust (Većkalov 
 et al.\, 2024\; Rutjens & Hornsey\, 2025).\nWe explore if participatory pr
 actices within science communication – specifically\, co-design of scien
 ce communication materials – may enhance trust precisely by reducing PSY
 DISC. Co-design requires participants to actively transform abstract scien
 tific content into concrete representations in a setting of shared decisio
 n-making (Gascoigne et al.\, 2022)\, which leads to a shift in construal f
 rom abstract to concrete regarding scientific content (hypothetical distan
 ce) and reframes scientists from distant experts to collaborators (social 
 distance). Given the bidirectional relationship between PSYDISC and constr
 ual level\, this could bring science closer\, thereby potentially increasi
 ng perceptions of trustworthiness (on the dimensions of expertise\, benevo
 lence\, integrity) and trust\, conceptualised as willingness to be vulnera
 ble (Besley & Tiffany\, 2023\; Hendriks et al.\, 2015\; Mayer et al.\, 199
 5).\nWhile field evidence from citizen science suggests that direct collab
 oration can reduce psychological distance and foster trust (Vegt et al.\, 
 2023)\, no experimental research has yet systematically examined whether: 
 (a) psychological distance causally affects trust\, (b) participation redu
 ces psychological distance\, or (c) distance reduction mediates participat
 ion's effects on trust. With two complementary preregistered experiments w
 e aim to test these proposed pathways. \nStudy 1 (*N* = 1\,442) employed a
  2×2 between-subjects vignette design manipulating social distance (scien
 tist engaging with public vs. only with scientists) and hypothetical dista
 nce (research findings presented as applicable vs. theoretical). Results i
 ndicated that reduced hypothetical distance was associated with higher per
 ceived expertise (*F* (1\, 1438) = 9.71\, *p* = .002\; *d* = 0.16) and an 
 increased willingness to be vulnerable (*F* (1\, 1436) = 23.78\, *p* < .00
 1\, *d* =.26).  Neither social distance framing\, nor an interaction betwe
 en both dimensions showed significant effects. These findings suggest diff
 erential relevance of distance dimensions for trust\, highlighting perceiv
 ed applicability as key. \nStudy 2 (ongoing\, target *N* = 800) extends th
 is approach from vignettes to a simulated participatory context. Following
  a baseline assessment\, participants complete an online intervention one 
 week later\, collaborating with a fictional scientist to co-design communi
 cation materials about antimicrobial resistance. We manipulate social and 
 hypothetical distance in a 2×2 design across eight scientist profiles. Th
 e design combines a pre-post intervention with four embedded process measu
 res after every co-design task to track the trajectory of psychological di
 stance. This enables a process-oriented mediation analysis to test whether
  changes in psychological distance account for changes in trust. \nTogethe
 r\, these studies contribute both to the theoretical advancement and pract
 ical application of participatory science communication. Theoretically\, w
 e seek to better understand how participation relates to trust by focusing
  on its potential to reduce psychological distance as one underlying mecha
 nism enhancing trust. \nPractically\, this line of research could inform e
 vidence-based design principles for participatory initiatives. For example
 \, if reducing hypothetical distance proves crucial in the intervention st
 udy\, practitioners could strategically enhance trust by using targeted pa
 rticipatory tasks that emphasize the concrete relevance and tangibility of
  science. This would move beyond the assumption that participation alone b
 uilds trust toward understanding which features actually drive this effect
 .
DTSTAMP:20260721T220652Z
LOCATION:Tagungsraum
SUMMARY:Bringing Science Closer to Build Trust in Participatory Science Com
 munication - Jane Martha Momme
URL:https://ifkw.rz.tu-bs.de/citizen-science-communication-trust-2026/talk/
 7ANKKQ/
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