Children's personal values and their behavior in the classroom in the early elementary school years: mapping longitudinal trajectories.

IF 2.8 2区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
Ricarda Scholz-Kuhn, Elena Makarova, Anat Bardi, Lukas F Litzellachner, Maya Benish-Weisman, Anna K Döring
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Abstract

This study pioneers the examination of developmental trajectories of children's personal values and their behavior in the classroom at the start of elementary school, exploring these dynamics of change in younger children. Additionally, we consider the classroom context, being an important but often overlooked setting for children's value development. In a sample of 1,184 Swiss children (Mean age at T1: 6.82 years) who self-reported their values and whose classroom teachers rated their behavior at four time points, set three to four months apart, we analyzed trajectories of personal values and classroom behaviors at both individual and classroom levels. Multilevel growth curve analyses revealed similar trajectories of value change at both individual and classroom levels, showing a substantial linear increase in values of self-transcendence (benevolence and universalism) and a substantial linear decrease in values of self-enhancement (achievement and power). The trajectories of children's value-expressive behaviors (supportive, achievement-oriented, disciplined, learning-oriented), however, did not align with these value trends and were relatively flat over time, with no significant change at the classroom level. Adding a time-lagged prediction to the multilevel growth curve models, we found that children's values positively predicted their expressive behavior one time point later, except for conservation values which did not predict future disciplined behavior. Furthermore, the higher children's supportive, achievement-, learning-oriented, and disciplined behavior was, the higher were their future values of self-transcendence, self-enhancement, openness to change and conservation respectively. Our findings emphasize the bidirectional nature of these relationships, offering important implications for enhancing educational practices in elementary schools.

Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00966-2.

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小学早期儿童的个人价值观及其在课堂上的行为:绘制纵向轨迹。
本研究率先考察了儿童个人价值观的发展轨迹及其在小学开始时的课堂行为,探索了年幼儿童的这些变化动态。此外,我们认为课堂环境是儿童价值发展的一个重要但经常被忽视的环境。在1184名瑞士儿童(平均年龄为1岁:6.82岁)的样本中,他们自我报告了他们的价值观,他们的课堂老师在四个时间点(间隔三到四个月)对他们的行为进行了评估,我们分析了个人价值观和课堂行为在个人和课堂层面的轨迹。多层次成长曲线分析显示,个体和课堂层面的价值观变化轨迹相似,自我超越价值观(仁爱和普世主义)呈显著的线性增长,自我提升价值观(成就和权力)呈显著的线性下降。然而,儿童的价值表达行为轨迹(支持、成就导向、纪律、学习导向)与这些价值趋势并不一致,并且随着时间的推移相对平坦,在课堂层面上没有显著变化。在多层生长曲线模型中加入一个时间滞后预测,我们发现,除了保守价值观不能预测未来的纪律行为外,儿童的价值观对一个时间点后的表达行为有积极的预测作用。支持行为、成就行为、学习行为和自律行为越高,其自我超越、自我提升、开放和保守的未来价值观越高。我们的研究结果强调了这些关系的双向性,为加强小学教育实践提供了重要的启示。补充信息:在线版本包含补充资料,可在10.1007/s10212-025-00966-2获得。
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来源期刊
CiteScore
6.30
自引率
3.30%
发文量
63
期刊介绍: The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.
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