Date of Award
Spring 5-11-2024
Degree Name
Bachelor of Science
Major
Psychology
First Advisor
Professor Dina Anselmi
Second Advisor
Professor Brian Chin
Abstract
Previous research has found a relationship between childhood trauma & COVID-19 vaccine uptake and conspiracy beliefs & COVID-19 vaccine uptake. The current study intended to expand upon previous research findings to examine the potential mediating effects of trust and worldview on the relationship of childhood trauma, conspiracy theories, and vaccine uptake, as well as examining the potential differences between different age groups (20–30-year old’s and 50–60-year old’s) and gender (male and female). Trauma was measured using the Adverse Childhood Experience Scale (Fellitti et al., 1998); Childhood Trauma Questionnaire – Short Form (Bernstein et al., 2003); vaccine conspiracy beliefs was measured using the Vaccine Conspiracy Belief Questions (Shapiro et al., 2016); trust was measured using the Trust Scale (developed by researchers); and worldview was measured using the World Assumption Scale (Jannoff-Bulman, 1989). Results of the study indicate that an increase in childhood trauma decreases vaccine uptake and increases vaccine conspiracy beliefs. The only mediating that was found to be significant was worldview as a mediator of the relationship between childhood trauma and vaccine conspiracy beliefs. Potential future research should expand on other ways to measure trust and worldview as mediating variables. Researchers may also want to explore other potential psychological factors like anxiety, anger, and avoidance that may influence the relationship between trauma and vaccine uptake and vaccine conspiracy beliefs.
Keywords: Childhood Trauma, Conspiracist Thinking, Vaccine Uptake, Trust, Worldview, Age, Gender
Recommended Citation
Bessette, Lauren, "The Relationship Between Trauma & Conspiracist Thinking on COVID-19 Vaccine Uptake". Senior Theses, Trinity College, Hartford, CT 2024.
Trinity College Digital Repository, https://digitalrepository.trincoll.edu/theses/1125