University Presentation Showcase: Undergraduate Division
Who Trusts in Unreproducible Research? Predictors and the Role of Replication Education
Presenter Hometown
Clinton, KY
Major
Psychology
Department
Psychology
Degree
Undergraduate
Mentor
Cassie M. Whitt
Mentor Department
Psychology
Recommended Citation
Burton, Abigail M. and Whitt, Cassie M., "Who Trusts in Unreproducible Research? Predictors and the Role of Replication Education" (2026). University Presentation Showcase Event. 24.
https://encompass.eku.edu/swps/2026/undergraduate/24
Abstract
This study aims to determine if there are certain predictors of trusting in unreproducible effects. The predictors chosen in this study were susceptibility to bullshit (BS), lack of awareness of the replication crisis, lack of research literacy skills, and trust in epistemic authority. In psychology, it is well known that we are in a time where replication studies are few and far between due to an overwhelming publish or perish agenda that is being set. This creates the problem of the replication crisis. This study also examines whether educating people about the replication crisis will make them less susceptible to trusting in unreproducible effects and that teaching individuals about the replication crisis will create a lessened trust in unreproducible effects, we can find ways to better educate future psychology students. The study introduces a novel approach by studying unreproducible effects while using a unique combination of variables: susceptibility to bullshit, lack of awareness of the replication crisis, lack of research literacy skills, and trust in epistemic authority. Attendees of this conference could have an interest in this research because it directly addresses if there are certain criteria that influence people’s trust in psychological findings, especially research that may not be reliable. This is highly relevant to educators and members of the psychology academia field who are responsible for teaching students how to critically evaluate research. This research, if hypothesized correctly and capable of replication, could help educators in finding out where students need more education to create better consumers of research. This research also contributes to ongoing efforts to make psychology education more transparent and trustworthy.
Presentation format
Poster
Who Trusts in Unreproducible Research? Predictors and the Role of Replication Education
This study aims to determine if there are certain predictors of trusting in unreproducible effects. The predictors chosen in this study were susceptibility to bullshit (BS), lack of awareness of the replication crisis, lack of research literacy skills, and trust in epistemic authority. In psychology, it is well known that we are in a time where replication studies are few and far between due to an overwhelming publish or perish agenda that is being set. This creates the problem of the replication crisis. This study also examines whether educating people about the replication crisis will make them less susceptible to trusting in unreproducible effects and that teaching individuals about the replication crisis will create a lessened trust in unreproducible effects, we can find ways to better educate future psychology students. The study introduces a novel approach by studying unreproducible effects while using a unique combination of variables: susceptibility to bullshit, lack of awareness of the replication crisis, lack of research literacy skills, and trust in epistemic authority. Attendees of this conference could have an interest in this research because it directly addresses if there are certain criteria that influence people’s trust in psychological findings, especially research that may not be reliable. This is highly relevant to educators and members of the psychology academia field who are responsible for teaching students how to critically evaluate research. This research, if hypothesized correctly and capable of replication, could help educators in finding out where students need more education to create better consumers of research. This research also contributes to ongoing efforts to make psychology education more transparent and trustworthy.
