Gershuny, JI;
Sullivan, O;
Sevilla, A;
Vega-Rapun, M;
Foliano, F;
Lamote de Grignon, J;
Harms, T;
(2020)
A New Perspective from Time Use Research on the Effects of Lockdown on COVID-19 Behavioral Infection Risk.
(IZA Discussion Papers
13599).
Institute of Labor Economics: Bonn, Germany.
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Abstract
We present findings from the first two waves of an innovative, population-representative, UK time-use diary survey conducted both pre- and mid-lockdown, using an online diary instrument that proved both reliable and quick-to-field. Combining diary information on activity, location, and co-presence to estimate infection risks associated with daily behavior, we show clear changes in such behavior related to infection risk between the pre- and mid-lockdown periods: a substantial reduction of time spent in those behaviors with the highest levels of risk, accompanied by an equivalent increase in low-risk behavior. Because, in general, a populations' time use changes relatively slowly, the behavioral changes revealed may be interpreted directly as a consequence of the UK COVID-19 'lockdown' regulations. Subsequent waves will reveal the behavioral consequences of future changes in regulation.
| Type: | Working / discussion paper |
|---|---|
| Title: | A New Perspective from Time Use Research on the Effects of Lockdown on COVID-19 Behavioral Infection Risk |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1371/journal.pone.0245551 |
| Publisher version: | https://www.iza.org/publications/dp/13599/a-new-pe... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | behavioural risk, infection, COVID-19, time-use |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10114245 |
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