Research shows that questionable research practices (QRPs) are present in undergraduate final-year dissertation projects. One entry-level Open Science practice proposed to mitigate QRPs is ‘study preregistration’, through which researchers outline their research questions, design, method and analysis plans prior to data collection and/or analysis. To date, noresearch to our knowledge has examined the effectiveness of preregistration on undergraduate students’ learning and perceptions of research practices, despite recent recommendations that preregistration could facilitate engagement and reduce anxiety with the dissertation process. In this study, we aim to empirically test the effectiveness of preregistration as a pedagogic tool in undergraduate dissertations using a quasi-experimental design. A total of 200 UK psychology students will be recruited and classified into two groups: those who preregister their empirical quantitative dissertation (n = 100; experimental group) and those who do not (n = 100; control group). Attitudes towards statistics and QRPs and understanding of Open Science practices will be measured both pre- and post-dissertation. Exploratory measures include participant’s capability, opportunity and motivation (COM-B) to engage with preregistration, measured at Time 1 only. In line with/contrary to hypotheses, study preregistration [significantly/did not significantly increased/reduced] positive attitudes towards statistics, acceptance of QRPs, and perceived understanding of Open Science. Exploratory analyses indicate that preregistration was associated with [greater/less/no difference] capability, opportunity and motivation and qualitative responses revealed that preregistration [XXX]. These results contribute to timely discussions surrounding the utility of embedding Open Science principles into researchtraining