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.

Values and National Identification in Minority and Majority Youth: Longitudinal Multi-Study Findings.

Collective identification is vital for adolescents, fostering well-being and connection, but scant attention has been given to drivers of national identification and their contextual variations in youth. To address this, two longitudinal studies examined how values, as guiding goals defining what individuals consider important in their lives, relate to the trajectory of national identification in majority and minority youth. Study 1 (N = 568; M = 16.

Sibling Relationships in Families of Autistic and Typical Children: Similarities and Differences in the Perspectives of Siblings and Mothers.

This study investigates mothers' and siblings' perspectives regarding similarities and differences in siblingships with and without autism. Twenty-nine typical children (M = 8.78 years, SD = 2.

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.

Technology integration in emergency remote teaching: teachers' self-efficacy and sense of success.

Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations.

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 = 0.

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.

The impact of the COVID-19 pandemic on environmental values.

Unlabelled: Environmental values emphasize protection of the natural environment and promote behaviors that express this broad motivational goal. Thus, changes in these values at the community and individual levels are likely to have significant consequences for sustainability efforts. We examined the relative importance of environmental values in Australian adults at five time points over 4 years, including a period of stability (2017-2019) and a period of crisis (early and late in the 2020 COVID-19 pandemic).

Value Profiles During Middle Childhood: Developmental Processes and Social Behavior.

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5-12 at Time 1) reported their values over 2 years.

The development of internalizing problems in early childhood: The importance of sibling clustering.

Within family sibling clustering of internalizing problems is examined during the early childhood period. Sibling clustering, the ongoing sibling similarity in internalizing problems, may be a result of heritability of internalizing problems, as well as shared environmental effects. Clustering may also result from the time-varying influence of sibling socialization, where 1 sibling is teaching or modeling internalizing problems to the other sibling.

Value development during adolescence: Dimensions of change and stability.

Objective: Value change stability was examined in a longitudinal sample of Jewish and Arab Israeli adolescents.

Method: Adolescents (N = 520; 55.4% girls; M = 13.

The Development of Empathic Concern in Siblings: A Reciprocal Influence Model.

This study utilized actor-partner interdependence modeling to examine the bidirectional effects of younger (M  = 18 months) and older siblings (M  = 48 months) on later empathy development in a large (n = 452 families), diverse (42% immigrant) Canadian sample. Controlling for parenting, demographic characteristics, sibling relationship quality, and within-child stability in empathic concern, both younger and older siblings' observed empathic concern uniquely predicted relative increases in the other's empathy over a period of 18 months. The strength of the partner effects did not differ by birth order.

The role of personal values in children's costly sharing and non-costly giving.

This study examined whether children's values, global and abstract motivations serving as guiding principles, are organized similarly to those of adults, whether values can predict individual differences in children's sharing behaviors, and whether the normative nature of the situation influences the expression of these individual differences. Children (N=243, ages 5-12years) participated in a values ranking task as part of a visit to a science museum. The majority of children (n=150) also participated in a task examining costly sharing (i.

An Examination of the Sibling Training Hypothesis for Disruptive Behavior in Early Childhood.

Sibling training for disruptive behavior (one sibling teaching another disruptive behavior) is examined during early childhood. We used a conservative, recently developed, statistical model to identify sibling training. Sibling training was operationalized as the cross-lagged association between earlier child behavior and later sibling behavior, and differentiated from other reasons that contribute to sibling similarity.

Paternal and maternal warmth and the development of prosociality among preschoolers.

Although the influence of maternal behavior on child outcomes has been extensively studied, there has not been the same attention to the role of paternal behavior in development. This gap in research stands in contrast to the observable shift in parental roles and responsibilities in contemporary society. The goal of this study was to examine the roles of fathers, mothers, and children in the development of children's prosocial behavior.

Multiple social identifications and adolescents' self-esteem.

The research examined the relationship between multiple social identifications and self-esteem. Early adolescents (M = 11.4, SD = .

Cumulative risk disparities in children's neurocognitive functioning: a developmental cascade model.

The current longitudinal study examined the role of cumulative social risk on children's theory of mind (ToM) and executive functioning (EF) across early development. Further, we also tested a cascade model of development in which children's social cognition at 18 months was hypothesized to predict ToM and EF at age 4.5 through intermediary language skills at age 3.

Developmental relations between sympathy, moral emotion attributions, moral reasoning, and social justice values from childhood to early adolescence.

This study examined the development of sympathy, moral emotion attributions (MEA), moral reasoning, and social justice values in a representative sample of Swiss children (N = 1273) at 6 years of age (Time 1), 9 years of age (Time 2), and 12 years of age (Time 3). Cross-lagged panel analyses revealed that sympathy predicted subsequent increases in MEA and moral reasoning, but not vice versa. In addition, sympathy and moral reasoning at 6 and 9 years of age were associated with social justice values at 12 years of age.

Values and helping behavior: A study in four cultures.

Values are important factors in determining individuals' behaviours. Previous studies have examined the relations between values and helping behaviour, but usually in the context of a single culture. The current study examines the relations between personal value types and helping behaviour among university students (N = 722) in four cultures (Germany, Scotland-UK, Israel and Turkey).

Brief report: early adolescents' value development at war time.

Values are considered relatively stable individual characteristics, and there is little research to date on the conditions that underlie value-priorities change. This small-scale short-term longitudinal study tested whether a major life event of war changes the priority that early adolescents assign to values. Thirty-nine Israeli adolescents completed the Schwartz Values Survey on four occasions-at the beginning, middle, and end of the 2006 Israeli-Lebanese war during which their hometown was bombed.

Value differentiation in adolescence: the role of age and cultural complexity.

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.

Values as protective factors against violent behavior in Jewish and Arab high schools in Israel.

This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents (N = 907, M age = 16.