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

摘要： 采用问卷法和同伴提名法对1244名四年级学生进行为期三年的三次追踪，使用线性潜增长模型建模，检验四到六年级学生个体和集体取向价值观的变化趋势，并考察同伴接纳对两类文化价值观发展的影响及性别差异。结果显示：（1）青少年早期个体取向价值观呈线性上升趋势，起始水平存在显著个体差异，而变化速度不存在显著个体差异，起始水平和变化速度之间不存在显著关联；集体取向价值观呈线性上升趋势，起始水平及变化速度都存在显著个体差异，起始水平和变化速度之间存在显著负相关；（2）个体取向价值观的起始水平和变化速度都不存在显著性别差异；女生的集体取向价值观起始水平显著高于男生，而变化速度不存在显著性别差异；（3）较高的同伴接纳对特定时间点上个体和集体取向价值观的上升具有显著促进作用。

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