关键词: 个人取向价值观, 集体取向价值观, 发展轨迹, 线性潜增长模型, 性别差异, 同伴接纳

Abstract: Self- and group-orientation values represent two major different ways in which individuals view, and interact with, the world in relation to one’s self. Whereas self-orientation, as indicated mainly by personal individuality and independence, is concerned with expressing one’s distinct and autonomous views and behavioral styles in interactions, group-orientation, characterized by attention to group wellbeing and mutual obligation with others, taps into a sense of social affiliation, belonging, and fitting in the social context. In most societies, the development of cultural values is considered a major task of children and adolescents. Most previous studies have focused on the regional difference, cross-generational change and the national level’s overall change during social change. However, much less is known about the developmental trajectories of cultural values of early adolescents in the changing Chinese society. Based on the theory of social change and human development, in the Chinese social transition, early adolescents’ cultural values become more self- orientated in the peer interaction. From a “pluralist-constructive” perspective, self- and group-orientation values become more coexisted and integrated. However, to our knowledge, there is no specific research on the development of early adolescents’ cultural values. Accordingly, a longitudinal study was conducted to examine the developmental trajectories of cultural values across early adolescent. A total of 1244 early adolescents were recruited from nine primary schools and participated in this study. They were followed up for three years from grade four to grade six. Assessments of pupils’ cultural values and peer acceptance were obtained from both self-report and peer nomination at three time points. Liner latent growth model was used to examine: (1) initial levels and change in cultural values over time; and (2) the prediction of both initial levels and changes in cultural values from gender and peer acceptance. Among the results, early adolescents’ self- and group-orientation values increased in linear trajectories from grade four (Mean age = 10.36 years, SD = 6.53 months) to grade six. Moreover, although girls had higher initial level of group-orientation values than boys, there was no gender difference in the initial level of self-orientation values and in the change of self- and group-orientation values over time. Lastly, results from liner latent growth model showed that peer acceptance as a time-variant variable at given testing point could positively predict early adolescents’ self- and group-orientation values at that time. Our findings indicate that developmental trajectories of self- and group-orientation values are influenced by peer acceptance at different developmental stages. A better understanding of the causes and consequences of change in cultural values across the critical age period of early adolescence can help early adolescents shape good cultural values.

Key words: self-orientation values, group-orientation values, developmental trajectories, liner latent growth model, gender difference, peer acceptance