Intersubjective Model of Value Transmission

Tam, Kim‐Pong; Lee, Sau Lai; Kim, Young Hoon; Li, Yanmei; Chao, Melody Man Chi

doi:10.1177/0146167212443896

Cited by 54 publications

(16 citation statements)

References 63 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The parents in turn benefit from their child's prosocial behaviour, which further promotes cooperative and warm values on the parents' side. In addition to processes that occur within the family, parents are socializing agents that not only transmit the values they personally favour but also the values they perceive to be important in society, acting as filters to societal values (Glass, Bengtson, & Dunham, 1986;Rohan & Zanna, 1996;Tam, Lee, Kim, Li, & Chao, 2012). As specified in Bronfenbrenner's (2005) ecosocial model of human development, the primary developmental context of the family is embedded in the broader context of society.…”

Section: The Values Framework: Schwartz's Theorymentioning

confidence: 99%

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Döring

Makarova

Bardi

2017

British J of Psychology

View full text Add to dashboard Cite

Value transmission from one generation to the next is a key issue in every society, but it is not clear which parents are the most successful in transmitting their values to their children. We propose parents’ prosocial educational goals as key predictors of parent–child value similarity. Accordingly, we hypothesized that the more parents wanted their children to endorse values of self‐transcendence (helping, supporting, and caring for others) and the less parents wanted their children to endorse the opposing values of self‐enhancement (striving for power and achievement), the higher would be parent–child overall value similarity. Findings from two studies of families – Study 1: 261 Swiss families, children aged 7–9 years; Study 2: 157 German families, children aged 6–11 years – confirmed this hypothesis. The effect was even stronger after controlling for values that prevail in the Swiss and German society, respectively. We integrate evidence from this study of values in families with young children with existing findings from studies with adolescent and adult children, and we discuss potential pathways from parents’ educational goals to parent–child value similarity.

show abstract

Section: The Values Framework: Schwartz's Theorymentioning

confidence: 99%

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Döring

Makarova

Bardi

2017

British J of Psychology

View full text Add to dashboard Cite

show abstract

“…However, the influence of Chinese cultural values is not uniform across parents. Chinese parents may vary in their endorsement of these values, and also may be guided by values that they perceive as normative in the society in which they live (Tam, Lee, Kim, Li, & Chao, 2012).…”

mentioning

confidence: 99%

Delving Into the Minds of Chinese Parents: What Beliefs Motivate Their Learning‐Related Practices?

Wei

2020

Child Dev Perspectives

View full text Add to dashboard Cite

The academic success of Chinese students has drawn much attention from researchers and the public. Evidence suggests that Chinese parents’ learning‐related practices contribute to their children’s high achievement, but what motivates these practices? In this article, we address this question by focusing on Chinese parents’ beliefs, which can serve as a framework that guides their practices. First, we review recent research on Chinese parents’ learning‐related practices as well as their beliefs about children’s learning and parenting. Then, we consider how these beliefs, which are constantly shaped by the cultural and social context, may underlie Chinese parents’ learning‐related practices. We conclude by discussing directions for research in a changing world.

show abstract

“…Relatedly, family socialization also creates the space (e.g., family gatherings and ethnic community) and tools (e.g., heritage language) that afford ethnic minority youth the opportunity to explore the meaning of their heritage ethnicity, a developmental stage important to establishing a well-grounded heritage ethnic identity ( Phinney, 2006 ). Research also shows that parents transmit to children not only their personal values but also values that are perceived to be culturally important (e.g., Tam et al, 2012 ). Through ethnic socialization practices, parents of ethnic minorities likely also pass values that are considered important to their heritage culture.…”

Section: Introductionmentioning

confidence: 99%

Know Your Heritage: Exploring the Effects of Fit in Cultural Knowledge on Chinese Canadians’ Heritage Identification

2018

View full text Add to dashboard Cite

In the present research, we introduce the notion of fit in cultural knowledge (FICK) – which we define as a match between the self and others in representing a cultural tradition. For ethnic minorities, FICK can be manifested in different degrees of matching their personal beliefs about their heritage culture with outgroup as well as ingroup beliefs about their heritage culture. We conducted two studies with the objective of exploring the potentially negative effects of FICK on Chinese Canadians’ heritage identification. In both studies, Chinese Canadian university students (N = 102; N = 156) indicated their personal beliefs about what values are normative in Chinese culture. Ingroup beliefs were assessed by beliefs about Chinese values that Chinese Canadians ascribed to their parents (Study 2), whereas outgroup beliefs were assessed by beliefs about Chinese values that were held by Euro-Canadians (Study 1) or that Chinese Canadians ascribed to Euro-Canadians (Study 2). The main findings based on a series of path models are as follows: (1) a stronger FICK generally predicted lower Chinese identification (centrality, ingroup ties, and affect), yet those negative effects were largely manifested in the openness to change versus conservation rather than in the self-transcendence versus self-enhancement value dimension. (2) The negative effects could be explained by Chinese Canadians’ experience of bicultural conflict (Study 1) and the frustration of continuity, meaning, and belonging identity motives (Study 2), suggesting that it matters which specific views of Chinese culture are matched in FICK. 3) Individuals who agreed with the perceived outgroup beliefs, and parental beliefs to a lesser extent, were more likely to apply the model minority stereotype to other Chinese Canadians (Study 2). Taken together, those findings demonstrate the challenges FICK presents to heritage identity maintenance among Chinese Canadian young adults. Implications for enculturation and cultural fit are discussed.

show abstract

Intersubjective Model of Value Transmission

Cited by 54 publications

References 63 publications

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Parent–child value similarity in families with young children: The predictive power of prosocial educational goals

Delving Into the Minds of Chinese Parents: What Beliefs Motivate Their Learning‐Related Practices?

Know Your Heritage: Exploring the Effects of Fit in Cultural Knowledge on Chinese Canadians’ Heritage Identification

Contact Info

Product

Resources

About