Christina-Marie Juen, M. Jankowski, Robert A. Huber, Torren Frank, Leena Maaß, M. Tepe
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引用次数: 14
Abstract
Vaccine hesitancy is one of the major obstacles for successfully combating the ongoing COVID-19 pandemic. To achieve a sufficiently high vaccination rate, calls for compulsory vaccinations have been discussed controversially. This study analyses what drives citizens’ attitudes towards compulsory vaccination during the COVID-19 pandemic. Specifically, we are interested in the impact of party- and expert cues on public attitudes. We further expect populist attitudes to be an important indicator of the rejection of compulsory vaccination due to their scepticism towards science. To test these expectations, we rely on a cueing experiment conducted on a sample of 2265 German citizens. We test for the effects of in-party and out-party cues as well as public health expert cues. We find evidence for in-party cues, meaning that respondents adjust their position on this issue in the direction of their most preferred party. Similar results can be found for public health expert cues. However, there is no evidence for out-party cues. Further analyses reveal that support for compulsory vaccinations is not affected by left-right placement directly. Instead, only the combination of right-wing attitudes and populism negatively affects support for compulsory vaccination.
期刊介绍:
Politics publishes cutting-edge peer-reviewed analysis in politics and international studies. The ethos of Politics is the dissemination of timely, research-led reflections on the state of the art, the state of the world and the state of disciplinary pedagogy that make significant and original contributions to the disciplines of political and international studies. Politics is pluralist with regards to approaches, theories, methods, and empirical foci. Politics publishes articles from 4000 to 8000 words in length. We welcome 3 types of articles from scholars at all stages of their careers: Accessible presentations of state of the art research; Research-led analyses of contemporary events in politics or international relations; Theoretically informed and evidence-based research on learning and teaching in politics and international studies. We are open to articles providing accounts of where teaching innovation may have produced mixed results, so long as reasons why these results may have been mixed are analysed.