Objective To investigate the current status of scientific research literacy and its influencing factors among undergraduate students majoring in preventive medicine at medical universities, thereby informing the further optimization of their training program. Methods In April 2024, a total of 348 undergraduate students in preventive medicine enrolled in 2019~2021 at a medical university in Shaanxi Province were surveyed using a questionnaire designed by the researchers. The survey content mainly included students′ basic information, current scientific research literacy levels, and their participation in research activities. Descriptive analyses, Mann-Whitney U tests, and Kruskal-Wallis H tests were conducted to compare scientific research literacy scores with varying characteristics. A multivariate logistic regression analysis was performed to determine the influencing factors of scientific research literacy in this population. Results Students scored 3.5 (0.9) on research literacy, with the highest mark in research spirit [3.6(1.0)], followed by research awareness [3.4(1.0)] and research methodology [3.2(0.8)]. Multiple regression analysis revealed that students who participated in research activities were more likely to possess basic scientific research literacy (OR=2.738, 95% CI: 1.509~4.965) and master basic research methods (OR=2.159, 95% CI: 1.276~3.652). Students aspiring to postgraduate education were more likely to possess a research spirit (OR=2.080, 95% CI: 1.062~4.075). Female students demonstrated a higher likelihood of basic research awareness compared to male counterparts (OR=2.104, 95% CI: 1.219~3.633). Research awareness was stronger among students whose at least one parent holds a diploma or undergraduate degree, compared to those whose parents have a high school education or less (OR=2.702, 95%CI: 1.004~7.276; OR=2.801, 95%CI: 1.204~6.517). All differences were statistically significant (all P<0.05). Conclusions While undergraduate students from 2019~2021 at a medical university in Shaanxi Province show good scientific literacy overall, their grasp of research methods is notably weaker. Gender, parental education, postgraduate intentions, and research participation are key factors influencing their research literacy. Therefore, it is imperative to enhance research methodology training within undergraduate preventive medicine education. By fostering active student engagement in research and employing individualized approaches tailored to student differences, their scientific research literacy could be improved.