We investigate in-service teachers’ reasons for trust and distrust in educational research compared to research in general. Building on previous research on a so-called “smart but evil” stereotype regarding educational researchers, three sets of confirmatory hypotheses were preregistered. First, we expected that teachers would emphasize expertise—as compared with benevolence and integrity—as a stronger reason for trust in educational researchers. Moreover, we expected that this pattern would not only apply to educational researchers, but that it would generalize to researchers in general. Furthermore, we hypothesized that the pattern could also be found in the general population. Following a pilot study aiming to establish the validity of our measures (German general population sample; N = 504), hypotheses were tested in an online study with N = 414 randomly sampled German in-service teachers. Using the Bayesian informative hypothesis evaluation framework, we found empirical support for five of our six preregistered hypotheses.

与一般研究相比，我们调查在职教师对教育研究的信任和不信任的原因。在先前关于教育研究人员所谓的“聪明但邪恶”刻板印象的研究的基础上，预先注册了三组验证性假设。首先，我们预计教师会强调专业知识——与仁慈和正直相比——作为信任教育研究人员的更强有力的理由。此外，我们预计这种模式不仅适用于教育研究人员，而且可以推广到一般的研究人员。此外，我们假设这种模式也可以在一般人群中找到。在一项旨在确定我们措施有效性的试点研究之后（德国一般人口样本；N = 504），假设在一项在线研究中得到检验，其中 N = 414 名随机抽样的德国在职教师。使用贝叶斯信息假设评估框架，我们找到了对六个预先注册假设中的五个假设的实证支持。