Values, Susceptibility to Normative Influence, and Attribute Importance Weights: A Nomological Analysis

Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141583/1/jcpy115.pd

Continuity and Change in Values in Midlife: Testing the Age Stability Hypothesis

21 pagesBackground/Study Context: The “age stability” hypothesis suggests that adults have significant continuities in values over time, whereas the “situational influence” hypothesis suggests that change continues, especially in response to new events and experiences. Deeply ingrained, terminal values may be more stable than other, more instrumental, values. Less research examines changing values than examines changing personality traits and attitudes. Methods: Hypotheses were tested with data from A Study of Leisure During Adulthood (ASOLDA), a 9-year panel study of middle-aged adults (average age of 45 at the beginning of data collection). Mixed-model regressions and descriptive statistics were used to examine changes and stability over time in global values, measured by the List of Values (LOV), and instrumental values related to leisure. Results: Significant correlations were found in both terminal and instrumental values over time (autocorrelations ranging from .13 to .23). There was no linear or curvilinear pattern of change over time. Respondents reported a wide range of positive and negative life events and variations over time in reflections on their life structure, but these variations were unrelated to changes in values. Conclusion: Results support the age stability hypothesis, rather than the situational influence hypothesis, with similar results for both terminal and instrumental values. It is suggested that the consistent values of respondents may have helped them weather the wide range of often-difficult circumstances many reported experiencing. Future research should examine this hypothesis

Aggression, deviance, and personality adaptation as antecedents and consequences of alienation and involvement in high school

Alienation from, or involvement in, the social and educational systems of the high school are investigated in an effort to determine the extent that school experiences may influence aggressive and deviant behavior in school and personality styles or orientations. Drawing upon longitudinal data collected from 250 boys followed from grades 8 through 12, potential antecedent-consequence relationships between dimensions of alienation and involvement and these two basic types of student outcomes are examined by cross-lagged panel analyses. Differences between cross-lagged panel correlations provide evidence that student reactions and attachments to school manifest relationships with aggression, deviance, and personality, serving as both antecedents and consequences of these student adaptations. The major findings provide evidence that (1) boys who more frequently break school rules and engage in aggressive or deviant behavior may often come to have more negative attitudes toward school staff and less involvement in school; and (2) student involvement and participation in school life can influence certain aspects of adolescent personality. Possible evidence of reciprocal causation is presented and discussed, as are additional theoretical and methodological implications of the data.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45259/1/10964_2005_Article_BF01537471.pd

Methods for studying persen-situation interaction

ix, 110 p.; 21 cm