PubMed İndeksli Yayınlar Koleksiyonu / PubMed Indexed Publications Collection
Permanent URI for this collectionhttps://hdl.handle.net/20.500.11779/1928
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Article Citation - WoS: 10Citation - Scopus: 10A Longitudinal Assessment of Variability in Covid-19 Vaccine Hesitancy and Psychosocial Correlates in a National United States Sample(Elsevier Sci Ltd, 2023) Shook, Natalie J.; Oosterhoff, Benjamin; Sevi, BarışRecent evidence suggests that COVID-19 vaccine hesitancy is not static. In order to develop effective vaccine uptake interventions, we need to understand the extent to which vaccine hesitancy fluctuates and identify factors associated with both between- and within-person differences in vaccine hesitancy. The goals of the current study were to assess the extent to which COVID-19 vaccine hesitancy varied at an individual level across time and to determine whether disgust sensitivity and germ aversion were associated with between- and within-person differences in COVID-19 vaccine hesitancy. A national sample of U.S. adults (N = 1025; 516 woman; M-age = 46.34 years, SDage = 16.56, range: 18 to 85 years; 72.6 % White) completed six weekly online surveys (March 20 - May 3, 2020). Between-person mean COVID-19 vaccine hesitancy rates were relatively stable across the six-week period (range: 38-42 %). However, there was considerable within-person variability in COVID-19 vaccine hesitancy. Approximately, 40 % of the sample changed their vaccine hesitancy at least once during the six weeks. There was a significant between-person effect for disgust sensitivity, such that greater disgust sensitivity was associated with a lower likelihood of COVID-19 vaccine hesitance. There was also a significant within-person effect for germ aversion. Participants who experienced greater germ aversion for a given week relative to their own six week average were less likely to be COVID-19 vaccine hesitant that week relative to their own six-week average. This study provides important information on rapidly changing individual variability in COVID-19 vaccine hesitancy on a weekly basis, which should be taken into consideration with any efforts to decrease vaccine hesitancy and increase vaccine uptake. Further, these findings identify-two psychological factors (disgust sensitivity and germ aversion) with malleable components that could be leveraged in developing vaccine uptake interventions.Article Citation - WoS: 12Citation - Scopus: 18Explaining Illness With Evil: Pathogen Prevalence Fosters Moral Vitalism(Proceedings of the Royal Society B: Biological Sciences, 2019) Sachkova, Marianna; Kuppens, Peter; Crespo, Carla; Bain, Paul; Leknes, Siri; Tong, Jennifer; Fischer, Ronald; Eastwick, Paul W; Pelay, Cesar; M. Guerra, Valeschka; Guevara, José Luis Castellanos; Pina, Afroditi; Swann, William B; Yeung, Victoria Wai-lan; Hooper, Nic; Karasawa, Minoru; Vauclair, Christin-Melanie; Ashokkumar, Ashwini; Friese, Malte; Huang, Li-Li; Saguy, Tamar; Silfver-Kuhalampi, Mia; Loughnan, Steve; Bastian, Brock; Becker, Maja; Duffy, Jacob; Bilewicz, Michał; Sortheix, Florencia; Collier-Baker, Emma; Hanke, Katja; Peker, Müjde; Gómez, Ángel; Junqi, Shi; Angelakis, Georgia Matthew; Schwartz, Thomas CharlesThe purpose of this study was to develop a curriculum to teach visual concept mapping and improve student attitudes on writing and the quality of their examination essays. We used visual word and image connections to improve the working memory and language aptitude students and gathered a small amount of data. The study took place during the summer module of an English preparatory program and was voluntary. We developed the workshop and the methodology for students who were continuing the English preparatory program into summer school. We gave surveys and personal interviews to students and workshop instructors after the workshops to ascertain students' attitude and knowledge of the material as well as the effectiveness of the program. Research partners took notes and recordings of the workshops. End of course writing exams were referenced for quantitative data but was limited due to the workshops being voluntary. The workshops were peripheral to the course module and aimed to be as casual and accommodating to student’s heavy workload as possible while targeting specific tasks that they were responsible for in the course and final examination. Further research is needed but the limited data suggests a correlation between student’s inclusion of mind mapping techniques and their ability to complete the demands of the final exam writing rubric.