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

Abstract

IntroductionWe examined changes in value inter-relations during middle-childhood. In line with the Personal Values Theory (Schwartz, 1992), we expected a value system, with individuals similarly valuing related motivations, and setting priorities between conflicting motivations (Döring et al., 2016;Schwartz, 1992). We hypothesized this system to develop dynamically during middle-childhood, as children deepen their understanding of their own values (Shachnai & Daniel, 2020). Method Using unfolding analysis (Borg et al., 2017; Skimina et al., 2021), we estimated intraindividual value structure coherence, i.e., the extent to which the inter-relations among a child's values are similar to the hypothesized inter-relations. Cross-Cultural Study 1 (N= 4,615 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. ResultsIn Study 1, we found a curvilinear association between age and intra-individual 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. ConclusionsWe 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.

Children's understanding of values as mental concepts: Longitudinal changes and association with theory of mind

“…There are previous indications that suggest that values develop during middle childhood. As early as 5–6 years of age, children can report their value priorities (Abramson et al., 2018; Döring et al., 2016), but their value priorities still change (Daniel et al., 2020) as do value inter‐relations (Daniel et al., 2022; Lee et al., 2017). Importantly, previous initial results also suggest that at the same period of development, values increasingly are described as motivations rather than behaviors (Shachnai & Daniel, 2020).…”

“…For example, in a crosssectional study, the relations between values of ten-to 12-year-olds were more structurally coherent than those of 6to 9-year-old children, suggesting increasing differentiation among the ten values (Abramson et al, 2018). Daniel et al (2022) 2020) investigated a sample of children ages 5-13 years. They asked children to elaborate on the meaning, within their life, of their own values in order to draw conclusions, not about value priorities, but about the underlying understanding of values, and specifically whether they conceptualized.…”

“…Daniel et al. (2022) established an increase in structure coherence among children's values in two studies, one included children from different cultures, ages 6–12, and one held cross‐sequentially, including children ages 6–11.…”

“…Previous studies suggest that between 6 and 8 years of age, children can report their value priorities (Cieciuch et al., 2016; Daniel et al., 2020). However, their values are still developing in importance (Cieciuch et al., 2016) and structure (Collins et al., 2017; Daniel et al., 2022), as well as conceptualization (Shachnai & Daniel, 2020).…”

The Development of Values in Middle Childhood: Five Maturation Criteria

“…As noted, research on adults and adolescents has shown repeatedly (Sagiv & Schwartz, 2021; Schwartz, 1992) systematic conflicts and compatibilities in the motivations underlying different values. Thus, values typically show coherence , with individuals’ values reflecting the motivational compatibilities and incompatibilities among values (Daniel, Döring, & Cieciuch, 2023). In addition, values are abstract, referring to ideas rather than specific objects, contexts, or behaviors.…”