The Temporal Reciprocity of Values and Beliefs

Values and beliefs (or social axioms) are important personality constructs, but little previous work has examined the relationship between the two, and none has examined their real-life longitudinal effects on one another. Major life transitions – such as moving to a new culture – can challenge existing values and beliefs, and therefore provide a particularly useful context for the analysis of value and belief change. The main aim of this research was to examine whether values may predict theoretically meaningful belief change and vice versa. Polish migrants participated in the study shortly after their arrival in the UK, and at two, subsequent, nine-month intervals (N = 172). Cross-lagged effects suggested reciprocal effects of values and beliefs, depending on the value involved. Findings are discussed in the light of current debates over personality change, as well as the broader impact of significant life transitions on personality

A need basis for values

Values are viewed as partly based on needs, but little research has been devoted to testing this relationship. The need to attain or avoid cognitive closure may be an important cognitive-motivational factor underlying the endorsement and pursuit of particular values. The present research provided an empirical test of the relations between individual differences in the need for cognitive closure (NFCC) and Schwartz’s ten values. One hundred men and women from a southeastern British university completed measures of NFCC and basic values. Consistent with hypotheses, the results indicated that NFCC was positively associated with valuing Security, Conformity, and Tradition and negatively associated with valuing Stimulation and Self-Direction. In addition, NFCC was unrelated to valuing Hedonism, Power, Universalism, and Benevolence, but negatively related to valuing Achievement. Consistent with theories of epistemic closure, this research supports the idea that individual differences in NFCC give rise to values which match and satisfy individual needs to attain or avoid cognitive closure

The relationship between young children’s personal values and their teacher-rated behaviors in the classroom

There has been little research on the relationships between children’s personal values and the behaviors that express such values in the school context. In the present study, we examined for the first time with children at this young age, the relations between values and their value-related behaviors, i.e., supportive, disciplined, learning-oriented, and achievement-oriented, in the primary school context. The sample consisted of 952 primary school children (51.5% boys; Mage = 7.93; SD = 0.35). Data used in this study were collected in 2022 in Switzerland. A multilevel analysis confirmed the hypothesis that systematic relationships between values and teacher-rated behaviors can be demonstrated with young children. However, gender was the strongest predictor of teacher-rated children’s classroom behaviors. The results highlight the significance of understanding children’s value-behavior relations, teachers’ possible gender stereotypes of children’s behaviors, and its practical importance in the school context

Collective action problems:Disentangling possible feedback loops between government policies and the public’s value-change

Solving collective action problems, such as poverty reduction or climate change, depends on interactions between governments' and voters' preferences regarding pro-social actions. This paper examines whether the overall direction of change in pro-social public policy precedes public value-change, rather than the other way around. We examine change in the public’s pro-social values in six European countries, as measured by the European Social Survey (ESS) during 2002-2012. In these countries, we conducted an expert survey to rate governmental policy that expresses these values over the same period, thereby examining value-change in governmental policy. The chronological comparison of value-change of the public with that of respective governments suggests that changes in pro-social government policies may drive public value-change rather than vice versa. This complements previous studies focused on the opinion-policy connection. Possible political implications are discussed. The promising findings of this initial study point to the importance of conducting larger-scale future studies

The motivation and inhibition of breaking the rules:Personal values structures predict unethicality

© 2015 Elsevier Inc. We theorized and tested the relationship of personal value systems with unethical attitudes and behavior. Results from three studies using 16 diverse multi-national samples (N= 107,087) demonstrated the complexity of motivations underlying unethicality. Across contexts and cultures, for attitudes (Study 1 meta-analysis) and behaviors in the lab (Study 2) and in real-life (Study 3), we consistently found that the values theory circumplex structure predicted the inhibition and motivation of unethicality. Unethicality was positively associated with self-enhancement values and negatively associated with self-transcendence and conservation values. However, self-transcendence and conservation values were associated with the inhibition of different types of unethicality. The relationship of openness-to-change values with unethicality was generally positive but the effect size varied depending on context.Link_to_subscribed_fulltex

Acts of Kindness and Acts of Novelty Affect Life Satisfaction

The present experiment was designed to establish the effects of acts of kindness and acts of novelty on life satisfaction. Participants aged 18–60 took part on a voluntary basis. They were randomly assigned to perform either acts of kindness, acts of novelty, or no acts on a daily basis for 10 days. Their life satisfaction was measured before and after the 10-day experiment. As expected, performing acts of kindness or acts of novelty resulted in an increase in life satisfaction

The relationship between young children’s personal values and their teacher-rated behaviors in the classroom

There has been little research on the relationships between children’s personal values and the behaviors that express such values in the school context. In the present study, we examined for the first time with children at this young age, the relations between values and their value-related behaviors, i.e., supportive, disciplined, learning-oriented, and achievement-oriented, in the primary school context. The sample consisted of 952 primary school children (51.5% boys; Mage = 7.93; SD = 0.35). Data used in this study were collected in 2022 in Switzerland. A multilevel analysis confirmed the hypothesis that systematic relationships between values and teacher-rated behaviors can be demonstrated with young children. However, gender was the strongest predictor of teacher-rated children’s classroom behaviors. The results highlight the significance of understanding children’s value-behavior relations, teachers’ possible gender stereotypes of children’s behaviors, and its practical importance in the school context

Parental bereavement and the loss of purpose in life as a function of interdependent self-construal

Citation: Parental bereavement and the loss of purpose in life as a function of interdependent self-construal. Front. Psychol. 6:1078. doi: 10.3389/fpsyg.2015 Parental bereavement and the loss of purpose in life as a function of interdependent self-construal Children are often inextricably linked to their parents' hopes and dreams. As such, the loss of a child often represents one of the most traumatic experiences possible. The current research explores how this specific loss relates to one's sense of purpose in life. We further explore whether the loss of a child is particularly detrimental to one's sense of purpose for highly interdependent parents. Analyses of parents from the Midlife in the United States data set revealed, as expected, that the loss of child negatively predicts one's sense of purpose in life, and that this effect is most pronounced for parents high in interdependent self-construal. Potential mechanisms and implications of the present findings are discussed