The social values development of preschoolers
An investigation of the joint impact hypothesis
Bibliographic Data
| ID | 9787857 |
|---|---|
| Authors | Paul S Strand (0000-0002-3310-5293, Washington State University, corresponding author), Andrew Downs, A Chris Downs (0000-0002-8611-7407, University of Portland) |
| Year | 2018 |
| Volume | 54 |
| Issue | 6 |
| Pages | 1063-1071 |
| Publication date | 2018-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/dev0000497 |
| PMID | 29504775 |
| OpenAlex | W2793904937 |
| Language | EN |
| References cited | 23 |
We investigated the role of sociocultural (between-groups) and individual (within-group) factors on the development of preschoolers' resource-allocation preferences. We tested claims of the joint impact hypothesis of social values development that social-emotional understanding skills would predict the transition from simpler (individualistic allocations) to more complex (cooperative, competitive allocations) social values and that cultural background would determine which values emerged. American children ages 37-67 months from Spanish-speaking Latino (n = 134), English-speaking Latino (n = 50), and English-speaking Caucasian (n = 98) backgrounds twice completed a resource-allocation task and a social-emotional understanding assessment, separated by 6 months. Contrary to predictions, results revealed that for no group were complex choice allocations more common at Time 2 than at Time 1. Moreover, for the Caucasian group, social-emotional understanding did not predict time-dependent choice allocation behavior. For Latinos, however, results revealed differential social values development according to language background. For Spanish-speaking Latinos, higher social-emotional understanding scores predicted emergent cooperative choices, and for English-speaking Latinos, higher scores predicted emergent competitive choices. Findings are consistent with differential socialization wherein social-emotional understanding skills facilitate the development of culturally mainstream values for more acculturated Latinos and ethnic cultural values for less acculturated Latinos. (PsycINFO Database Record
Acculturation · Developmental psychology · Ethnic group · Mainstream · MEDLINE · PsycINFO · Social change · Social skills · Socialization · Child and Adolescent Psychosocial and Emotional Development · Cultural Differences and Values · Early Childhood Education and Development · Psychology · Social Psychology
The psychology of social dilemmas
From Games to Giving
Social Value Orientation and Helping Behavior 1
Cultural differences are not always reducible to individual differences
Egalitarianism in young children
Conceptualizing interpersonal relationships in the cultural contexts of individualism and collectivism
Exploring the Bidirectionality of Emotion Understanding and Classroom Behavior with S panish‐ and E nglish‐speaking Preschoolers Attending Head Start
Parents' Goals for Children
Social Value Orientation and Cooperation in Social Dilemmas
Heritage language fluency, ethnic identity, and school effort of immigrant Chinese and Mexican adolescents
Social values and preschool behavioral adjustment
Bien Educado
Behavioral and sociometric methods of identifying cooperators, competitors, and individualists
Trajectories of Mexican American and Mainstream Cultural Values Among Mexican American Adolescents
Rethinking the concept of acculturation
Egalitarian Behavior and Reverse Dominance Hierarchy [and Comments and Reply]
The pursuit of joint outcomes and equality in outcomes
Social values and egocentric bias
Bicultural Social Development
Measuring Acculturation
Cooperation-Competition and Self-Esteem
| Citation velocity | historical |
|---|---|
| Highly cited | No |