Value Profiles During Middle Childhood: Developmental Processes and Social Behavior

Personal values and career-related preferences among young adults

OBJECTIVE

The present study investigated personal values underlying career-related preferences among young adults deliberating on their career choice. As a fundamental component of one's identity, personal values can offer valuable insights into how individuals prioritize their career-related preferences.

METHOD

We employed two complementary approaches: variable-centered and person-centered, using a sample of 636 young adults (69.5% women; Mage = 21.9, SD = 2.12).

RESULTS

Using a variable-centered approach, we identified 14 value-expressive career-related preferences, demonstrating that individuals are less willing to compromise on these preferences than on non value-expressive preferences. Using a person-centered approach, we applied latent profile analysis to identify four groups of young adults with distinct value profiles: (1) growth-focus (n = 212; 33.3%), (2) protection-focus (n = 206; 32.4%), (3) self-focus (n = 122; 19.2%), and (4) social-focus (n = 96; 15.1%). Importantly, the four profiles varied in 18 of 31 career-related preferences, revealing the composition of values underlying these career preferences. Fourteen of these preferences were identified as value-expressive in a variable-centered approach.

CONCLUSION

The two complementary approaches employed in the present study introduce a fine-grained understanding of the value-expressiveness of career-related preferences.

Middle childhood development in personal values

OBJECTIVE

We aimed to investigate value change and stability longitudinally in middle childhood.

BACKGROUND

Values are the aspect of personality defining one's aspirations. Research identifies meaningful values in middle childhood, yet we know little about the process of their development within individual.

METHOD

Children (N = 298; 53.7% girls, Mage = 7 years and 3 months, SD = 7.70 months, at the first time point) four times, annually.

RESULTS

Rank-order stability increased with age and decreased with time-span. We found value hierarchy consistency, with value hierarchy similar to adolescents in the priority given to openness to change versus conservation values, and to adults in the priority given to self-transcendence values. Latent growth curve analyses indicated linear increase in openness to change, and curvilinear increase in self-transcendence values, and linear decrease in conservation and self-enhancement values, with some differences across ages. Value structure was better differentiated with age. Compatible values changed in similar, and conflicting values in opposite directions.

CONCLUSIONS

This paper suggests that in middle childhood, children can already report stable values. Moreover, middle childhood is characterized by coherent change patterns, of increase in the importance of growth, and decrease in the focus on conflicting protection values.

Are values stable throughout adulthood? Evidence from two German long-term panel studies

Previous studies have used cross-sectional or short-term longitudinal data, resulting in a truncated view of a phenomenon unfolding across the lifespan. We find that, contrary to the consensus in the literature, people's values continue developing in adulthood, albeit at a slower pace than in previous developmental stages. We use longitudinal data sources with two measurement instruments. We show their comparability using confirmatory MDS in Study 1 (N = 1,027). We examined value development using latent growth models in a convenience sample of highly educated German peace activists (Study 2, N = 1,209) and corroborated these with evidence from a representative sample from the German population (Study 3, N = 19,566). We find that all values change up to age 40 consistent with theoretical expectations. We observe that with age, self-transcendence and conservation values increase while self-enhancement values decrease. At the same time, we find a curvilinear pattern for openness to change in Study 2 and an overall decrease in Study 3. Moreover, the developmental trajectory of conservation and of self-enhancement in the German general population differ between those with tertiary and without tertiary education. We discuss the implication of the present findings for research on value development and for interventions.

Teacher-child relational conflict and maladaptive social behaviors: The moderating role of children's values

Beginning in the preschool years, it is well established that teacher-child conflictual relationships are likely to have detrimental effects on children's behaviors. However, to date little attention has been paid to how certain core child factors, such as young children's personal values, might act as risk or protective factors in this context. Accordingly, we examined the associations between teacher-child relational conflict and children's maladaptive behaviors and asked whether children's personal values, defined here as their broad motivations in life, moderate these associations. Our sample consisted of 120 kindergarten children (58 girls; M_age = 67.53 months, SD = 6.53) and their teachers. Children's values were examined in a one-on-one interview using an animated values instrument. Teachers reported the level of conflict in the teacher-child relationships and children's maladaptive behaviors. The findings supported our hypothesis that teacher-child relational conflict is positively associated with children's externalizing and internalizing behaviors. In addition, children's self-transcendence values acted as a protective factor by weakening the adverse associations between teacher-child conflict and children's externalizing behaviors. Conversely, children's conservation values acted as a risk factor by strengthening the associations between teacher-child conflict and children's internalizing behaviors. We discuss the theoretical and practical implications of our findings.

Development of intraindividual value structures in middle childhood: A multicultural and longitudinal investigation

OBJECTIVE

We examined changes in value interrelations during middle childhood. In line with the Personal Values Theory, we expected a value system, with individuals similarly valuing related motivations, and setting priorities between conflicting motivations. We hypothesized this system to develop dynamically during middle childhood as children deepen their understanding of their own values.

METHOD

Using unfolding analysis, we estimated intraindividual value structure coherence, that is, the extent to which the interrelations among a child's values are similar to the hypothesized interrelations. Cross-Cultural Study 1 (N = 4615, 6-12-year-old children) included children from 12 countries. Cross-Sequential Study 2 (N = 629, 6-10-year-old children at Time 1) included three annual measurements.

RESULTS

In Study 1, we found a curvilinear association between age and intraindividual value structure coherence: Children's values were more coherent at ages 9-10 than before or after. Study 2 confirmed this pattern of within-individual development.

CONCLUSIONS

We propose that development in coherence with the theoretical value structure offers insight into children's understanding of values as well as changes in value priorities.

Individual and generational value change in an adult population, a 12-year longitudinal panel study

A long-standing conundrum is whether age differences in personality are due to generation, or internal change with age. Using a representative sample from The Netherlands (N = 1599; aged 16-84 at the start), the current research focuses on human values (an important aspect of personality), following the same individuals for 12 years. We distinguish four generations, Silent-generation, Baby-boomers, Generation-X and Millennials. We found clear differences across generations in human values, with Millennials, e.g., valuing hedonism more than all other generations. Furthermore, value change over time was mainly evident in Millennials. Some values (achievement and conformity) were stable within individuals and between generations. Change over time across most values occurred mainly in Millennials, but not for all values. Some values were stable in adults (e.g., hedonism, conformity) while other values still increased (e.g., security, self-direction) or decreased (e.g., power, stimulation) in importance. In adults older than Millennials change decreased and change was absent in the oldest generation. Hence, age differences in values seem both due to generation, as well as internal change, although the latter mainly in young adults. These value changes over time may have implications for developments in societal values in the long run.

Personal Values and Sustained Attention as Predictors of Children's Helping Behavior in Middle Childhood

OBJECTIVE

This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior.

METHOD

Children (N = 162, age range 8-9 years, mean = 8.81, SD =.43) completed value ranking and go/no-go tasks, and their helping behavior was examined.

RESULTS

Children who valued self-transcendence over self-enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self-transcendence over self-enhancement or openness-to-change over conservation values. Valuing both self-transcendence and openness-to-change was also associated with more helping.

CONCLUSIONS

Children are more likely to help others if they value self-transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills.

The Contribution of Peer Values to Children's Values and Behavior

Personal values have a key role in determining people’s perceptions, judgments, and behaviors. Only a handful of studies examined determinants of children’s values outside the family. We used longitudinal data on children’s values from 15,008 children in Grades 3 to 9, and homeroom teachers’ reports about the behaviors of 3,476 of these children. As predicted, peers’ values were positively correlated with the strengthening of children’s corresponding values. Moreover, with the exception of self-transcendence values, peer values had an indirect effect on corresponding child behavior, through children’s self-endorsed values. Girl peers had stronger effects on both girls’ and boys’ values. In addition, we found some evidence for stronger relationships between peer and children’s values among the older children, in particular among boys. These latter effects were even more prominent in an extended sample that included data from first and second graders. We discuss the theoretical and practical implications of our findings.