Skip to main content Accessibility help
×
Hostname: page-component-54dcc4c588-scsgl Total loading time: 0 Render date: 2025-09-12T21:29:18.926Z Has data issue: false hasContentIssue false

Part III - Life-Course Development from Prenatal Environment through Childhood to Adulthood

Published online by Cambridge University Press:  04 September 2025

Satoshi Kanazawa
Affiliation:
London School of Economics and Political Science
Get access

Information

Type
Chapter
Information
Genes, Environments, and Differential Susceptibility
Current Topics in Evolutionary Developmental Psychology
, pp. 153 - 192
Publisher: Cambridge University Press
Print publication year: 2025

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Book purchase

Temporarily unavailable

References

References

Alamos, P. Williford, A., Downer, J. & Turnbull, K. (2022). How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers. Developmental Psychology, 58, 20492063.CrossRefGoogle ScholarPubMed
Allen, J. P., Hafen, C. A., Gregory, A. C., Mikami, A. Y., & Pianta, R. (2015). Enhancing secondary school instruction and student achievement: Replication and extension of the My Teaching Partner – Secondary intervention. Journal of Research on Educational Effectiveness, 8(4), 475489. http://doi.org/10.1080/19345747.2015.1017680CrossRefGoogle ScholarPubMed
Allen, J. P., Kuperminc, G., Philliber, S., & Herre, K. (1994). Programmatic prevention of adolescent problem behaviors: The role of autonomy, relatedness, and volunteer service in the teen outreach program. American Journal of Community Psychology, 22(5), 617638. http://doi.org/10.1007/BF02506896CrossRefGoogle ScholarPubMed
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 10341037.CrossRefGoogle ScholarPubMed
Ansari, A., Pianta, R. C., Whittaker, J. V., Vitiello, V. E., & Ruzek, E. A. (2022). Preschool teachers’ emotional exhaustion in relation to classroom instruction and teacher-child interactions. Early Education and Development, 33(1), 107120. http://doi.org/10.1080/10409289.2020.1848301CrossRefGoogle Scholar
Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2011). Differential susceptibility to rearing environment depending on dopamine-related genes: New evidence and a meta-analysis. Development and Psychopa- Thology, 23, 3952. http://doi.org/10.1017/s0954579410000635.CrossRefGoogle ScholarPubMed
Belsky, J. (1980). Child maltreatment: An ecological interpretation. American Psychologist, 35, 320324.CrossRefGoogle Scholar
Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 22, 8396.CrossRefGoogle Scholar
Belsky, J. (1988). The “effect” of daycare reconsidered. Early Childhood Research Quarterly, 3, 255272.CrossRefGoogle Scholar
Belsky, J., & Pluess, M. (2009). Beyond diathesis-stress: Differential susceptibility to environmental influences. Psychological Bulletin, 135(6), 885908. http://doi.org/10.1037/a0017376CrossRefGoogle ScholarPubMed
Belsky, J., & Pluess, M. (2013). Beyond risk, resilience and dysregulation: Phenotypic plasticity and human development. Development and Psychopathology, 25, 12431261. http://doi.org/10.1017/s095457941300059xCrossRefGoogle ScholarPubMed
Blair, C., Raver, C. C., Granger, D., Mills-Koonce, R., Hibel, L., and The Family Life Project Key Investigators. (2011). Allostasis and allostatic load in the context of poverty in early childhood. Development and Psychopathology 23, 845857. http://doi.org/10.1017/S0954579411000344CrossRefGoogle ScholarPubMed
Bodrova, E., & Leong, D. J. (2012). Scaffolding self-regulated learning in young children: Lessons from Tools of the Mind. In Pianta, R. C. (Ed.), Handbook of early childhood education (pp. 352369). Guilford PressGoogle Scholar
Bowlby, J. (1973). Attachment and loss – Vol. 2: Separation. Basic Books.Google Scholar
Boyce, W. T., Essex, M. J., Alkon, A, Goldsmith, H. H., Kraemer, H. C., & Kupfer, D. J. (2006). Early father involvement moderates biobehavioral susceptibility to mental health problems in middle childhood. Journal of the American Academy of Child & Adolescent Psychiatry, 45, 15101520. http://doi.org/10.1097/01.chi.0000237706.50884.8bCrossRefGoogle ScholarPubMed
Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25(2), 166176. http://doi.org/10.1016/j.ecresq.2009.10.00CrossRefGoogle Scholar
Cadima, J., Aguiar, C., & Barata, M. C. (2018). Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities. Early Childhood Research Quarterly, 45, 93105.CrossRefGoogle Scholar
Campos, A., Carneiro, P., Cruz-Aguayo, Y., & Norbert, S. (2021). Interactions: Do teacher behaviors predict achievement, executive function, and non-cognitive outcomes in elementary school? InterAmerican Development Bank.Google Scholar
Coan, J. A., Schaefer, H. S., & Davidson, R. J. (2006). Lending a hand: Social regulation of the neural response to threat. Psychological Science, 17(12), 10321039. http://doi.org/10.1111/j.1467-9280.2006.01832.xCrossRefGoogle Scholar
Csikszentmihalyi, M. (1996). Flow: The psychology of engagement in everyday life. The masterminds series. Basic Books.Google Scholar
Curby, T. W., Grimm, K. J., & Pianta, R. C. (2010) Stability and change in early childhood classroom interactions during the first two hours of a day. Early Childhood Research Quarterly 25 (3), 373384. http://doi.org/10.1080/10409289.2012.665760CrossRefGoogle Scholar
Danielson, C. (2012). Observing classroom practice. Educational Leadership, 70, 3237.Google Scholar
Davidson, R.J., Dunne, J., Eccles, J.S., Engle, A., Greenberg, M., Jennings, P.J., … & Vago, D.(2012). Contemplative practices and mental training: Prospects for American education. Child Development Perspectives, 6 (2), 146153. http://doi.org/10.1111/j.1750-8606.2012.00240.xGoogle Scholar
De Wit, D. J., Karioja, K., & Rye, B. J. (2010). Student perceptions of diminished teacher and classmate support following the transition to high school: Are they related to declining attendance? School Effectiveness and School Improvement, 21(4), 451472.CrossRefGoogle Scholar
Domitrovich, C., Gest, S., Gill, S., Bierman, K., Welsh, J., & Jones, D. (2009). Fostering high-quality teaching with an enriched curriculum and professional development: Head Start REDI. American Educational Research Journal, 46, 567597. http://doi.org/10.3102/0002831208328089CrossRefGoogle ScholarPubMed
Downer, J., Jamil, F., Maier, M., & Pianta, R. (2011). Using video-based coursework and coaching to improve teacher-child interactions: The role of basic psychological processes. In Howes, C., Pianta, R., & Hamre, B. (Eds.), Effective professional development in early childhood education. Brookes Publishing.Google Scholar
Downer, J., Sabol, T. J., & Hamre, B. (2010). Teacher–child interactions in the classroom: toward a theory of within-and cross-domain links to childrens’ developmental outcomes. Early Education and Development, 21, 699723.CrossRefGoogle Scholar
Eccles, S. J., Lord, S. E., Roeser, R. W., Barber, B. L., & Jozefowicz, D. (1997). The association of school transitions in early adolescence with developmental trajectories through high school. In Schulenberg, J., Maggs, J., & Hurrelmann, K. (Eds.), Health risks and developmental transitions during adolescence (pp. 283320). Cambridge University Press.Google Scholar
Eccles, J. S., & Roeser, R. W. (2009). Schools, academic motivation, and stage-environment fit. In Lerner, R. M. & Steinberg, L. (Eds), Handbook of adolescent psychology (pp. 125153). John Wiley & Sons.Google Scholar
Ellis, B. J., Boyce, W. T., Belsky, J., Bakermans-Kranenburg, M. J., & van Ijzendoorn, M. H. (2011). Differential susceptibility to the environment: An evolutionary-neurodevelopmental theory. Development and Psychopathology, 23, 728. http://doi.org/10.1017/S0954579410000611CrossRefGoogle Scholar
Essex, M. J., Armstrong, J. M., Burk, L. R., Goldsmith, H. H., & Boyce, W. T. (2011). Biological sensitivity to context moderates the effects of the early teacher–child relationship on the development of mental health by adolescence. Development and Psychopathology, 23, 149161. http://doi.org/10.1017/s0954579410000702CrossRefGoogle ScholarPubMed
Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher–child interactions: Associations with preschool children’s development. Child Development, 85(3), 12571274. http://doi.org/10.1111/cdev.12184CrossRefGoogle ScholarPubMed
Hamre, B. K., & Pianta, R. C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76(5), 949967. http://doi.org/10.1111/j.1467-8624.2005.00889.xCrossRefGoogle ScholarPubMed
Hamre, B. K., Pianta, R. C., Burchinal, M., Field, S., LoCasale-Crouch, J., Downer, J. T., Howes, C., LaParo, K., & Scott-Little, C. (2012). A course on effective teacher-child interaction effects on teacher beliefs, knowledge, and observed practice. American Educational Research Journal, 49(1), 88123. http://doi.org/10.3102/0002831211434596CrossRefGoogle Scholar
Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J. L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A., & Hamagami, A. (2013). Teaching through interactions: Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461487. http://doi.org/101086/669616CrossRefGoogle ScholarPubMed
Hanuschek, E. (2002). The long run importance of school quality. National Bureau of Economic Research Working Paper 9071. Cambirdge MA: NBERCrossRefGoogle Scholar
Hofkens, T, Pianta, R., & Hamre, (2023). Teacher-student interactions: Theory, measurement, and evidence for universal properties that support students’ learning across countries and cultures. In Maulana, R., Helms-Lorenz, M., & Klassen, R. (Eds). Effective teaching around the world. Springer.Google Scholar
Hygen, B. W., Belsky, J, Li, Z., Stenseng, F., Guzey, I. C. & WIchstrom, L. (2017). Change in parenting, change in student-teacher relationships, and oxytocin receptor gene (OXTR): Testing a Gene X environment hypothesis in two samples. Developmental Psychology, 53, 13001315.CrossRefGoogle Scholar
Jamil, F. M., Sabol, T. J., Hamre, B. K., & Pianta, R. C. (2015). Assessing teachers’ skills in detecting and identifying effective interactions in the classroom. Elementary School Journal, 115(3), 407432. http://doi.org/10.1086/680353CrossRefGoogle Scholar
Jerome, E. M., Hamre, B. K., & Pianta, R. C. (2009). Teacher-child relationships from kindergarten to sixth grade: Early childhood predictors of teacher-perceived conflict and closeness. Social Development, 18, 915945. http://doi.org/10.1111/j.1467-9507.2008.00508.xCrossRefGoogle ScholarPubMed
Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23(1), 5168. http://doi.org/10.1016/j.ecresq.2007.09.004CrossRefGoogle ScholarPubMed
Kane, T. J., Kerr, K. A., & Pianta, R. C. (Eds.). (2014). Designing teaching evaluation systems. Wiley & Sons.Google Scholar
Los Angeles Unified School District (LAUSD). (n.d.) LAUSD school experience survey. Retrieved from http://home.lausd.net/apps/news/article/299935Google Scholar
Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D., & Howes, C. (2008). Measures of classroom quality in pre-kindergarten and children’s development of academic, language and social skills. Child Development, 79(3), 732749.CrossRefGoogle Scholar
Mashburn, A. J., Downer, J. T., Hamre, B. K., Justice, L. M., & Pianta, R. C. (2010). Consultation for teachers and children’s language and literacy development during pre-kindergarten. Applied Developmental Science, 14(4), 179196.CrossRefGoogle ScholarPubMed
Musci, R. J., Bradshaw, C. P., Maher, B, Uhl, G. R., Kellam, S. G., & Ialongo, N. S. (2013). Reducing aggression and impulsivity through school-based prevention programs: A gene by intervention interaction. Prevention Science. Published online 01 November 2013. http://doi.org/10.1007/s11121-013-0441-3CrossRefGoogle Scholar
National Center for Education Statistics. (2014). The condition of education 2014. U.S. Department of Education, Institute of Education Sciences.Google Scholar
National Institute of Child Health and Human Development Early Child Care Research Network [NICHD ECCRN]. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. The Elementary School Journal, 105, 305323. http://doi.org/10.1086/428746CrossRefGoogle Scholar
Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237257.CrossRefGoogle Scholar
Pakarinen, E., Kiurua, N., Lerkkanenb, M.K., Poikkeusb, A.M., Ahonena, T., et al. (2011). Instructional support predicts children’s task avoidance in kindergarten. Early Childhood Research Quarterly, 26, 376386. http://doi.org/10.1016/j.ecresq.2010.11.003CrossRefGoogle Scholar
Pianta, R. (2023). The effects of pandemic school closings on student engagement. Panel presentation at World Summit on Third Bucket Kids. Institute for 21st Century Questions, Toronto, June.Google Scholar
Pianta, R. C. (1999). Enhancing relationships between children and teachers. American Psychological Association.CrossRefGoogle Scholar
Pianta, R. C. (2015). Classroom processes and teacher-student interaction: Integrations with a developmental psychopathology perspective. In Cicchetti, D. (Ed.), Developmental psychopathology: Risk, resilience, and intervention (pp. 770814). John Wiley & Sons Inc. http://doi.org/10.1002/9781119125556.devpsy415Google Scholar
Pianta, R. C., & Allen, J. P. (2008). Building capacity for positive youth development in secondary school classrooms: Changing teachers’ interactions with students. In Shinn, M. & Yoshikawa, H. (Eds.), Toward positive youth development: Transforming schools and community programs (pp. 2139), Oxford University Press. http://doi.org/10.1093acprof:oso;/9780195327892.003.0002CrossRefGoogle Scholar
Pianta, R. C., Belsky, J., Houts, R., & Morrison, F. (2007). Opportunities to learn in America’s elementary classrooms. Science, 315(5820), 17951796, http://doi.org/10.1126/science.1139719.CrossRefGoogle ScholarPubMed
Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45(2), 365397. http://doi.org/10.3102/0002831207308230CrossRefGoogle Scholar
Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher-student relationships and engagement: Conceptualizing, measuring, and improving the capacity of classroom interactions. In Handbook of research on student engagement (pp. 365386). Springer.CrossRefGoogle Scholar
Pianta, R., Hamre, B., Downer, J., Burchinal, M., Williford, A., LoCasale-Crouch, J., … Scott-Little, C. (2017). Early childhood professional development: Coaching and coursework effects on indicators of children’s school readiness. Early Education and Development, 28(8), 956975. http://doi.org/10.1080/10409289.2017.1319783CrossRefGoogle Scholar
Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student engagement: A systematic review. Review of Educational Research, 87(2), 345387.CrossRefGoogle Scholar
Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L. (2008). Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Research Quarterly, 23(1), 1026. http://doi.org/10.1016/j.ecresq.2007.09.001CrossRefGoogle Scholar
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700712. https://doi.org/10.1037/a0027268CrossRefGoogle Scholar
Roeser, R. W., Skinner, E., Beers, J., & Jennings, P. A. (2012). Mindfulness training and teachers’ professional development: An emerging area of research and practice. Child Development Perspectives, 6(2), 167173. http://doi.org/10.1111/j.1750-8606.2012.00238.xCrossRefGoogle Scholar
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95103. https://doi.org/10.1016/j.learninstruc.2016.01.004CrossRefGoogle ScholarPubMed
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 6878. https://doi.org/10.1037/0003-066X.55.1.68CrossRefGoogle ScholarPubMed
Sabol, T. J., & Pianta, R. C. (2013). Relationships between teachers and children. In Reynolds, W. M., Miller, G. E. & Weiner, I. B. (Eds.), Handbook of psychology: Educational psychology (2nd ed., Vol.7, pp. 199211). Hoboken, NJ: John Wiley & Sons Inc.Google Scholar
Santagata, R., Zannoni, C., & Stigler, J. W. (2007). The role of lesson analysis in pre-service teacher education: An empirical investigation of teacher learning from a virtual video-based field experience. Journal of Mathematics Teacher Education, 10(2), 123140. http://doi.org/10.1007/s10857-007-9029-9CrossRefGoogle Scholar
Shernoff, D. J., Csikszentmihalyi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Csikszentmihalyi, M. (Ed.), Applications of flow in human development and education (pp. 475494). Springer.CrossRefGoogle Scholar
Siekkinen, M., Pakarinen, E., Lerkkanen, M. K., Poikkeus, A. M., Salminen, J., Poskiparta, E., & Nurmi, J. E. (2013). Social competence among 6-year-old children and classroom instructional support and teacher stress. Early Education & Development, 24(6), 877897.CrossRefGoogle Scholar
Spilt, J. L., Hughes, J. N., Wu, Jiun-Yu, & Kwok, O-M. (2012). Dynamics of teacher-student relationships: Stability and change across elementary school and the influence on children’s academic success. Child Development, 83(4), 11641179. http://doi.org/10.1111/j.1467-8624.2012.01761.xCrossRefGoogle ScholarPubMed
Sroufe, L. A. (1989). Relationships, self, and individual adaptation. In Sameroff, A. J. & Emde, R. N. (Eds.), Relationship disturbances in early childhood. A developmental approach (pp. 7093). Basic Books.Google Scholar
van Es, E. A., & Sherin, M. G. (2002). Learning to notice: Scaffolding new teachers’ interpretations of classroom interactions. Journal of Technology and Teacher Education, 10(4), 571596.Google Scholar
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Massachusetts: Harvard University PressGoogle Scholar
Wang, M.-T., Brinkworth, M., & Eccles, J. (2012). Moderating effects of teacher-student relationship in adolescent trajectories of emotional and behavioral adjustment. Developmental Psychology, 49(4), 690705. http://doi.org/10.1037/a0027916CrossRefGoogle ScholarPubMed
Wang, M.-T., & Degol, J. S. (2014). Staying engaged: knowledge and research needs in student engagement. Child Development Perspectives, 8, 137143.CrossRefGoogle ScholarPubMed
Wang, M.-T., & Eccles, J. S. (2012). Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, 22, 3139.CrossRefGoogle Scholar
Wang, M.-T., & Eccles, J. S. (2013). School context, achievement motivation, and academic engagement: A longitudinal study of school engagement using a multidimensional perspective. Learning and Instruction, 28, 1223.CrossRefGoogle Scholar
Wang, M.-T., & Hofkens, T. L. (2019). Beyond classroom academics: a school-wide and multi-contextual perspective on student engagement in school. Adolescent Research Review, 1, 115.Google Scholar
Wentzel, K.R. (2016). Teacher-student relationships. In Wentzel, K. R. & Miele, D B. (Eds.), Handbook of motivation at school (pp. 211230). RoutledgeCrossRefGoogle Scholar
Williford, A. P., Pianta, R. C. (2020). Banking time: A didactic intervention to improve teacher-student relationships. In Reschly, A. L., Pohl, A. J., & Christenson, S. L. (Eds.), Student engagement: Effective academic, behavioral, cognitive, and affective interventions at school (pp. 239250). Springer International Publishing.CrossRefGoogle Scholar
Yoshikawa, H., Leyva, D., Snow, C. E., Treviño, E., Barata, M., Weiland, C., Gomez, C. J., Moreno, L., Rolla, A., D’Sa, N., & Arbour, M. C. (2015). Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes. Developmental Psychology, 51(3), 309322. http://doi.org/10.1037/a0038785CrossRefGoogle ScholarPubMed
Zhang, X., Widaman, K., & Belsky, J. (2023). Beyond orchids and dandelions: Suscheptibility to environmental influences is not bimodal. Development and Psychopathology, 35, 191203.CrossRefGoogle Scholar
Zimmer-Gembeck, M. J., Chipuer, H. M., Hanisch, M., Creed, P. A., & McGregor, L. (2006). Relationships at school and stage-environment fit as resources for adolescent engagement and achievement. Journal of Adolescence, 29(6), 911933.CrossRefGoogle ScholarPubMed

References

Adashi, E.Y., & Cohen, I.G. (2022). The pandemic preparedness program: Reimagining public health. JAMA. 327(3):219220. https://doi.org/10.1001/jama.2021.23656CrossRefGoogle ScholarPubMed
Batty, G. D., Deary, I. J., Fawns-Ritchie, C., Gale, C. R., & Altschul, D. (2021). Pre-pandemic cognitive function and COVID-19 vaccine hesitancy: Cohort study. Brain, Behavior, and Immunity, 96, 100105. https://doi.org/10.1016/j.bbi.2021.05.016CrossRefGoogle ScholarPubMed
Brewer, N. T., Chapman, G. B., Rothman, A. J., Leask, J., & Kempe, A. (2017). Increasing vaccination: Putting psychological science into action. Psychological Science in the Public Interest, 18(3), 149207. https://doi.org/10.1177/1529100618760521CrossRefGoogle ScholarPubMed
Browne, M., Thomson, P., Rockloff, M. J., & Pennycook, G. (2015). Going against the herd: Psychological and cultural factors underlying the ‘vaccination confidence gap’. PLoS One, 10(9), e0132562. https://doi.org/10.1371/journal.pone.0132562CrossRefGoogle ScholarPubMed
Cascini, F., Pantovic, A., Al-Ajlouni, Y., Failla, G., & Ricciardi, W. (2021). Attitudes, acceptance and hesitancy among the general population worldwide to receive the COVID-19 vaccines and their contributing factors: A systematic review. EClinicalMedicine, 40. https://doi.org/10.1016/j.eclinm.2021.101113.CrossRefGoogle ScholarPubMed
Dai, H., Saccardo, S., Han, M. A., Roh, L., Raja, N., Vangala, S., … Croymans, D. M. (2021). Behavioural nudges increase COVID-19 vaccinations. Nature, 597(7876), 404409. https://doi.org/10.1038/s41586-021-03843-2CrossRefGoogle ScholarPubMed
Ecker, U. K. H., Lewandowsky, S., Cook, J., Schmid, P., Fazio, L. K., Brashier, N., Kendeou, P., Vraga, E. K., & Amazeen, M. A. (2022). The psychological drivers of misinformation belief and its resistance to correction. Nature Reviews Psychology, 1, 1329. https://doi.org/10.1038/s44159-021-00006-yCrossRefGoogle Scholar
Freeman, D., Loe, B. S., Chadwick, A., Vaccari, C., Waite, F., Rosebrock, L., … Lambe, S. (2022). COVID-19 vaccine hesitancy in the UK: The Oxford coronavirus explanations, attitudes, and narratives survey (Oceans) II. Psychological Medicine, 52(14), 31273141. https://doi.org/10.1017/S0033291720005188CrossRefGoogle ScholarPubMed
Galea, S. (2021). The contagion next time. Oxford University Press.Google Scholar
Hunter, C. M., Chou, W. S., & Webb Hooper, M. (2021). Behavioral and social science in support of SARS-CoV-2 vaccination: National Institutes of Health initiatives. Translational Behavioral Medicine, 11(7), 13541358. https://doi.org/10.1093/tbm/ibab067CrossRefGoogle ScholarPubMed
Lewis, N., & Oyserman, D. (2016). Using identity-based motivation to improve the nation’s health without breaking the bank. Behavioral Science & Policy, 2, 2538.CrossRefGoogle Scholar
Milkman, K. L., Patel, M. S., Gandhi, L., Graci, H. N., Gromet, D. M., Ho, H., … Duckworth, A. L. (2021). A megastudy of text-based nudges encouraging patients to get vaccinated at an upcoming doctor’s appointment. Proceedings of the National Academy of Sciences, 118(20), e2101165118. https://doi.org/10.1073/pnas.2101165118CrossRefGoogle Scholar
Moffitt, C., Ambler, B., Harrington, H., Houts, R., & Wood, P. (2022) Deep-seated psychological histories of COVID-19 vaccine hesitance and resistance, PNAS-Nexus. https://academic.oup.com/pnasnexus/advance-article/doi/10.1093/pnasnexus/pgac034/6553423Google Scholar
Murphy, J., Vallières, F., Bentall, R.P. et al. (2021). Psychological characteristics associated with COVID-19 vaccine hesitancy and resistance in Ireland and the United Kingdom. Nature Communications 12, 29. https://doi.org/10.1038/s41467-020-20226-9CrossRefGoogle ScholarPubMed
National Academies of Sciences, Engineering, & Medicine. (2021a). Communication strategies for building confidence in COVID-19 vaccines: Addressing variants and childhood vaccinations. The National Academies Press. National Academies of Sciences, Engineering, & Medicine.Google Scholar
Nuffield Council on Bioethics. (2021). Vaccine access and uptake. Nuffield Council on Bioethics.Google Scholar
Nuti, S. V., & Armstrong, K. (2021). Lay epidemiology and vaccine acceptance. JAMA, 326(4), 301302. https://doi.org/10.1001/jama.2021.11130CrossRefGoogle ScholarPubMed
Nuzzo, JB, Gostin, LO. (2022). The first 2 years of COVID-19: Lessons to improve preparedness for the next pandemic. JAMA, 327(3):217218. https://doi.org/10.1001/jama.2021.24394CrossRefGoogle ScholarPubMed
Paul, E., Steptoe, A., & Fancourt, D. (2021). Attitudes towards vaccines and intention to vaccinate against COVID-19: Implications for public health communications. The Lancet Regional Health–Europe, 1, 2666-7762. https://doi.org/10.1016/j.lanepe.2020.100012CrossRefGoogle ScholarPubMed
Poulton, R., Moffitt, T. E., & Silva, P. A. (2015). The Dunedin multidisciplinary health and development study: Overview of the first 40 years, with an eye to the future. Soc Psychiatry Psychiatr Epidemiol, 50(5), 679693. https://doi.org/10.1007/s00127-015-1048-8CrossRefGoogle ScholarPubMed
Rogers, E. (2003). Diffusion of innovations, 5th edition. Simon & Schuster.Google Scholar
Sgaier, S. (2021). Meet the kinds of people holding us back from full vaccination. The New York Times. Retrieved from https://www.nytimes.com/interactive/2021/05/18/opinion/covid-19-vaccine-hesitancy.htmlGoogle Scholar
Szilagyi, P. G., Thomas, K., Shah, M. D., Vizueta, N., Cui, Y., Vangala, S., & Kapteyn, A. (2021). Changes in COVID-19 vaccine intent from April/May to June/July 2021. JAMA, 326(19), 19711974. https://doi.org/10.1001/jama.2021.18761CrossRefGoogle ScholarPubMed
Tibbetts, J. (2021). How to convince people to accept a Covid-19 vaccine. Knowable Magazine from the Annual Reviews. Retrieved from https://knowablemagazine.org/article/health-disease/2021/how-to-convince-people-to-accept-covid19-vaccineCrossRefGoogle Scholar
Tufekci, Z. (2021a). 5 Pandemic mistakes we keep repeating. The Atlantic. Retrieved from https://www.theatlantic.com/ideas/archive/2021/02/how-public-health-messaging-backfired/618147/Google Scholar
Tufekci, Z. (2021b). The unvaccinated may not be who you think. The New York Times. Retrieved from https://www.nytimes.com/2021/10/15/opinion/covid-vaccines-unvaccinated.html?referringSource=articleShareGoogle Scholar
Uscinski, J., & Parent, J. (2014). Conspiracy theories are for losers. In American Conspiracy Theories. Oxford University Press. https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780199351800.001.0001/acprof-9780199351800-chapter-6CrossRefGoogle Scholar
Van Bavel, J. J., Baicker, K., Boggio, P. S., Capraro, V., Cichocka, A., Cikara, M., … Willer, R. (2020). Using social and behavioural science to support COVID-19 pandemic response. Nature Human Behaviour, 4(5), 460471. https://doi.org/10.1038/s41562-020-0884-zCrossRefGoogle Scholar
Volpp, K. G., Loewenstein, G., & Buttenheim, A. M. (2021). Behaviorally informed strategies for a national COVID-19 vaccine promotion program. JAMA, 325(2), 125126. https://doi.org/10.1001/jama.2020.24036Google ScholarPubMed
Wood, S. (2012). Prone to progress: Using personality to identify supporters of innovative social entrepreneurship. Journal of Public Policy & Marketing, 31(1), 129141. https://doi.org/10.1509/jppm.11.060CrossRefGoogle Scholar
Wood, S., Pate, M. A., & Schulman, K. (2021). Novel strategies to support global promotion of COVID-19 vaccination. BMJ Global Health, 6(10), e006066. http://gh.bmj.com/content/6/10/e006066CrossRefGoogle ScholarPubMed
Wood, S., & Schulman, K. (2021a). Beyond politics – Promoting Covid-19 vaccination in the United States. New England Journal of Medicine, 384(7), e23. https://doi.org/10.1056/NEJMms2033790CrossRefGoogle ScholarPubMed
Wood, S., & Schulman, K. (2021b). When vaccine apathy, not hesitancy, drives vaccine disinterest. JAMA, 325(24), 24352436. https://doi.org/10.1001/jama.2021.7707CrossRefGoogle Scholar

Accessibility standard: WCAG 2.0 A

The PDF of this book conforms to version 2.0 of the Web Content Accessibility Guidelines (WCAG), ensuring core accessibility principles are addressed and meets the basic (A) level of WCAG compliance, addressing essential accessibility barriers.

Content Navigation

Table of contents navigation
Allows you to navigate directly to chapters, sections, or non‐text items through a linked table of contents, reducing the need for extensive scrolling.
Index navigation
Provides an interactive index, letting you go straight to where a term or subject appears in the text without manual searching.

Reading Order & Textual Equivalents

Single logical reading order
You will encounter all content (including footnotes, captions, etc.) in a clear, sequential flow, making it easier to follow with assistive tools like screen readers.
Short alternative textual descriptions
You get concise descriptions (for images, charts, or media clips), ensuring you do not miss crucial information when visual or audio elements are not accessible.
Full alternative textual descriptions
You get more than just short alt text: you have comprehensive text equivalents, transcripts, captions, or audio descriptions for substantial non‐text content, which is especially helpful for complex visuals or multimedia.

Visual Accessibility

Use of colour is not sole means of conveying information
You will still understand key ideas or prompts without relying solely on colour, which is especially helpful if you have colour vision deficiencies.
Use of high contrast between text and background colour
You benefit from high‐contrast text, which improves legibility if you have low vision or if you are reading in less‐than‐ideal lighting conditions.

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×