新时代青少年价值观的构成特征与适应功能研究
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摘要
在中国改革开放和社会变迁的新时代背景下,分析青少年价值观构成特征,形成有效的测量工具,并对初、高中共780名学生的价值观结构及价值观的学校和社会适应功能进行调查。结果发现:中国青少年价值观由社会平等、集体取向、遵纪守则、家庭亲情、同伴友情、超越进取、时尚潮流、享受快乐8个维度构成,问卷具有良好的信、效度;男生相对女生更认同同伴友情,初中生相比高中生更认同社会平等和家庭亲情,高中生更认同享受快乐;青少年价值观各维度对学校和社会适应的某些指标具有预测作用:对超越进取的认同可以正向预测学业成绩和学校能力;对时尚潮流的认同负向预测学业成绩和亲社会行为,正向预测学习问题;对家庭亲情的认同正向预测社会能力和亲社会行为;对同伴友情的认同正向预测同伴偏好。总体而言,新时代青少年价值观构成特征受到自身发展阶段、社会经济文化等因素的影响,研究结果有助于理解现阶段青少年健康心理发展与价值观教育之间的关系,对未来的青少年价值观教育提供了心理学的实证依据。
From early adolescence,youth develop increasingly clear values and use them as guidelines to direct their own behaviors and as criteria for judging others’behaviors.The formation and development of adolescent values largely occur in social and cultural contexts and thus are influenced by factors at multiple levels in the society.Over the past several decades,due to its massive economic reform,China has gone through dramatical changes towards a market-oriented society,particularly in urban regions.These changes likely have considerable implications for the development of values and their roles in adjustment among adolescents.Nevertheless,there is little systematic research on adolescent values and their relations with adjustment in contemporary China.This study aimed to develop a measure of adolescent values and then explore the characteristics of values and their associations with school and social adjustment in Chinese adolescents.A total of 780 junior high school(Grades 7 and 8)and senior high school(Grade 10,Grade 11)students in Sichuan province participated in the study.A self-report measure of adolescent values,the Adolescent Values Questionnaire(AVQ)was created through the iterative process of group discussions,pilot studies,and psychometric assessments such as item analyses,internal consistency analyses,exploratory and confirmatory factor analyses,and evaluations of construct and criterion validities.School adjustment was indexed by grades in academic performance and teacher ratings of school competence and learning problems.Social adjustment was indexed by peer ratings of prosocial behavior,social competence,and peer preference.The analyses of the AVQ first revealed 8 dimensions of values:Social equality,Group orientation,Rule abiding,Family wellbeing,Friendship,Self-improvement,Fashion,and Personal happiness.Boys had higher scores on Friendship more than girls.Junior high school students had higher scores on Social equality and Family wellbeing than senior high school students,and high school students had higher scores on Personal happiness than junior high school students.Correlational and regression analyses indicated that adolescent values were associated with some aspects of adjustment.Specifically,selfimprovement positively predicted academic performance and school competence.Fashion negatively predicted academic performance and prosocial behavior,and positively predicted learning problems;Family wellbeing positively predicted social competence and prosocial behavior.Finally,Friendship positively predicted peer preference.The value structure of Chinese adolescents likely reflects the interaction of individual developmental characteristics and social and cultural environments.Once formed,adolescent values may play an important role in school and social adjustment.The results of the present study help us understand the development of adolescent values in the changing Chinese society and their significance for school and social adjustment.The results are also useful in promoting education of values and the healthy growth of young people.
From early adolescence,youth develop increasingly clear values and use them as guidelines to direct their own behaviors and as criteria for judging others’behaviors.The formation and development of adolescent values largely occur in social and cultural contexts and thus are influenced by factors at multiple levels in the society.Over the past several decades,due to its massive economic reform,China has gone through dramatical changes towards a market-oriented society,particularly in urban regions.These changes likely have considerable implications for the development of values and their roles in adjustment among adolescents.Nevertheless,there is little systematic research on adolescent values and their relations with adjustment in contemporary China.This study aimed to develop a measure of adolescent values and then explore the characteristics of values and their associations with school and social adjustment in Chinese adolescents.A total of 780 junior high school(Grades 7 and 8)and senior high school(Grade 10,Grade 11)students in Sichuan province participated in the study.A self-report measure of adolescent values,the Adolescent Values Questionnaire(AVQ)was created through the iterative process of group discussions,pilot studies,and psychometric assessments such as item analyses,internal consistency analyses,exploratory and confirmatory factor analyses,and evaluations of construct and criterion validities.School adjustment was indexed by grades in academic performance and teacher ratings of school competence and learning problems.Social adjustment was indexed by peer ratings of prosocial behavior,social competence,and peer preference.The analyses of the AVQ first revealed 8 dimensions of values:Social equality,Group orientation,Rule abiding,Family wellbeing,Friendship,Self-improvement,Fashion,and Personal happiness.Boys had higher scores on Friendship more than girls.Junior high school students had higher scores on Social equality and Family wellbeing than senior high school students,and high school students had higher scores on Personal happiness than junior high school students.Correlational and regression analyses indicated that adolescent values were associated with some aspects of adjustment.Specifically,selfimprovement positively predicted academic performance and school competence.Fashion negatively predicted academic performance and prosocial behavior,and positively predicted learning problems;Family wellbeing positively predicted social competence and prosocial behavior.Finally,Friendship positively predicted peer preference.The value structure of Chinese adolescents likely reflects the interaction of individual developmental characteristics and social and cultural environments.Once formed,adolescent values may play an important role in school and social adjustment.The results of the present study help us understand the development of adolescent values in the changing Chinese society and their significance for school and social adjustment.The results are also useful in promoting education of values and the healthy growth of young people.
引文
岑国桢.(2007).青少年主流价值观:心理学的探索.上海:上海教育出版社.
陈玉君.(2010).我国青年价值观研究若干问题评析.思想理论教育导刊,9,47-50.
侯杰泰,温忠麟,成子娟.(2004).结构方程模型及其应用.北京:教育科学出版社.
黄希庭,窦刚,郑涌.(2008).当代大学生价值观的离散选择模型分析.心理科学,31(3),675-680.
蒋奖,曾陶然,杨淇越,于方静.(2016).青少年物质主义的成因、测量与干预.心理科学进展,24(8),1266-1278.
金盛华,孙雪飞,郑建君.(2008).中学生价值观问卷的编制及其结构验证.应用心理学,14(2),164-172.
金盛华,郑建君,辛志勇.(2009).当代中国人价值观的结构与特点.心理学报,41(10),1000-1014.
唐海波,邝春霞,姚树桥.(2008).欲望指数中文版的信度、效度分析.中国临床心理学杂志,16(1),15-17.
王雪,李丹.(2016).儿童社会能力发展的影响因素-社会环境和变迁的视角.心理科学,39(5),1177-1183.
王艳辉,李董平,孙文强,赵力燕,赖雪芬,周月月.(2017).亲子依恋与初中生亲社会行为:有调节的中介效应.心理学报,49(5),663-679.
王予灵,李静,郭永玉.(2016).向死而生,以财解忧?存在不安全感对物质主义的影响.心理科学,39(4),921-926.
许燕,王芳,贾慧悦.(2008).5·12地震灾后四川和北京大学生价值观类型的对比.心理学探新,28(4),46-50.
杨宜音.(1998).社会心理领域的价值观研究述要.中国社会科学,2,82-93.
张光珍,梁宗保,邓慧华,陆祖宏.(2014).学校氛围与青少年学校适应:一项追踪研究.心理发展与教育,30(4),76-77.
郑剑虹,黄希庭.(2004).西方自我实现研究现状.心理科学进展,12(2),296-303.
郑剑虹,黄希庭.(2007).论儒家的自强人格及其培养.心理科学进展,15(2),230-233.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展,12(6),942-942.
Bacchini,D.,Affuso,G.,&Aquilar,S.(2014).Multiple forms and settings of exposure to violence and values:Unique and interactive relationships with antisocial behavior in adolescence.Journal of Interpersonal Violence,30(17),422-431.
Bardi,A.,&Schwartz,S.H.(2003).Values and behavior:Strength and structure of relations.Personality and Social Psychology Bulletin,29(10),1207-1220.
Bardi,A.,Lee,J.A.,Hofmann-Towfigh,N.,&Soutar,G.(2009).The structure of intraindividual value change.Journal of Personality and Social Psychology,97(5),913-29.
Chen,X.,Rubin,K.H.,&Sun,Y.(1992).Social reputation and peer relationships in Chinese and Canadian children:A cross-cultural study.Child Development,63,1336-1343.
Chen,X.(1999).Adolescent outcomes of social functioning in Chinese children.International Journal of Behavioral Development,23(1),199-223.
Chen,X.,Cen,G.,Li,D.,&He,Y.(2005).Social functioning and adjustment in Chinese children:The imprint of historical time.Child Development,76(1),182-195.
Chen,X.,Chang,L.,Liu,H.,&He,Y.(2008).Effects of the peer group on the development of social functioning and academic achievement:A longitudinal study in Chinese children.Child Development,79(2),235-251.
Chen,X.(2012).Culture,peer interaction,and socioemotional development.Child Development Perspectives,6(1),27-34.
Chen,X.(2015).Exploring the implications of social change for human development:Perspectives,issues and future directions.International Journal of Psychology,50(1),56.
Cieciuch,J.,Davidov,E.,Vecchione,M.,Beierlein,C.,&Schwartz,S.H.(2014).The cross-national invariance properties of a new scale to measure 19basichuman values:A test across eight countries.Journal of Cross-Cultural Psychology,45,764-779.
Cieciuch,J.,Davidov,E.,&Algesheimer,R.(2015).The stability and change of value structure and priorities in childhood:A longitudinal study.Review of Social Development,25(3),503-527.
Cohen,G.L.,&Sherman,D.K.(2014).The psychology of change:Self-affirmation and social psychological intervention.Annual Review of Psychology,65(1),333-371.
Coplan,R.J.,Liu,J.,Cao,J.,Chen,X.,&Li,D.(2017).Shyness and school adjustment in Chinese children:The roles of teachers and peers.School Psychology Quarterly,32(1).131-142.
Danyliuk,T.A.(2015).Domains of socialization and adolescent internalization of prosocial values.Health Education Journal,342(1),727-732.
D?ring,A.K.,Schwartz,S.H.,Cieciuch,J.,Groenen,P.J.F.,Glatzel,V.,&Harasimczuk,J.,et al.(2015).Cross-cultural evidence of value structures and priorities in childhood.British Journal of Psychology,106(4),675-699.
Eskin,M.(2013).The effects of individualistic-collectivistic value orientations on non-fatal suicidal behavior and attitudes in turkish adolescents and young adults.Scandinavian Journal of Psychology,54(6),493-501.
Grouzet,F.M.,Kasser,T.,Ahuvia,A.,Dols,J.M.,Kim,Y.,&Lau,S.,et al.(2005).The structure of goal contents across 15 cultures.Journal of Personality&Social Psychology,89(5),800-816.
Hightower,A.D.,&Al,E.(1986).The teacher-child rating scale:A brief objective measure of elementary children's school problem behaviors and competencies.School Psychology Review,15(3),393-409.
Inglehart,R.(1978).The silent revolution:Changing values and political styles among western publics.New Jersey:Princeton University Press.
Kingsbury,M.,Liu,J.,Coplan,R.J.,Chen,X.,&Li,D.(2016).Assessment and implications of coping styles in response to a social stressor among early adolescents in china.Journal of Early Adolescence,36(2),1-29.
Kluckhohn,C.(1951).Values and value-orientations in the theory of action.In T.Parsons&E.A.Shils(Eds.),Toward a general theory of action(pp.388-433).Cambridge,MA:Harvard University Press.
Ku,L.,Dittmar,H.,&Banerjee,R.(2014).To have or to learn?the effects of materialism on british and chinese children's learning.Journal of Personality and Social Psychology,106(5),803-821.
Moschis,G.,Ong,F.S.,Mathur,A.,Yamashita,T.,&Benmoyal-Bouzaglo,S.(2011).Family and television influences on materialism:A cross-cultural life-course approach.Journal of Asia Business Studies,5(2),124-144.
Padilla-Walker,L.M.,Fraser,A.M.,&Harper,J.M.(2012).Walking the walk:The moderating role of proactive parenting on adolescents'value-congruent behaviors.Journal of Adolescence,35(5),1141-1152.
Parks-Leduc,L.,Feldman,G.,&Bardi,A.(2015).Personality traits and personal values:A meta-analysis.Personality and Social Psychology Review,19(1),3-29.
Perry,B.R.(1926).General theory of value.Mass:Harvard University Press.
Rokeach,M.(1973).The nature of human values.New York:Free Press.
Schwartz,S.H.,&Bilsky,W.(1987).Toward a universal psychological structure of human values.Journal of Personality and Social Psychology,53(3),550-562.
Schwartz,S.H.,&Bardi,A.(2001).Value hierarchies across cultures:Taking a similarities perspective.Journal of Cross-Cultural Psychology,32(3),268-290.
Schwartz,S.H.(2005).Robustness and fruitfulness of a theory of universals in individual values.Soviet Physics Jetp Ussr,11(3),56-95.
Schwartz,S.H.,&Rubel,T.(2005).Sex differences in value priorities:Crosscultural and multimethod studies.Journal of Personality and Social Psychology,89(6),1010-1028.
Schwartz,S.H.(2012).An overview of the Schwartz theory of basic values.Online Readings in Psychology and Culture,2(1),Article 11.
Sherman,D.K.,Hartson,K.A.,Binning,K.R.,Purdie-Vaughns,V.,Garcia,J.,&Taborsky-Barba,S.,et al.(2013).Deflecting the trajectory and changing the narrative:How self-affirmation affects academic performance and motivation under identity threat.Journal of Personality and Social Psychology,104(4),591-618.
Twenge,J.M.,&Kasser,T.(2013).Generational changes in materialism and work centrality,1976-2007:Associations with temporal changes in societal insecurity and materialistic role modeling.Personality and Social Psychology Bulletin,39(7),883-897.
Uhls,Y.T.,&Greenfield,P.M.(2015).The rise of fame:An historical content analysis.Journal of Psychosocial Research on Cyberspace,5(1),1.
Wray-Lake,L.,Flanagan,C.A.,Benavides,C.M.,&Shubert,J.(2014).A mixed methods examination of adolescents'reports of the values emphasized in their families.Social Development,23(3),573-592.
Yan,Y.(2010).The individualization of Chinese society.Bloomsbury Academic.
Yang,Y.(2009).Guanxilization or categorization:Psychological mechanisms contributing to the formation of the Chinese concept of“us”.Social Sciences in China,30(2),49-67.
陈玉君.(2010).我国青年价值观研究若干问题评析.思想理论教育导刊,9,47-50.
侯杰泰,温忠麟,成子娟.(2004).结构方程模型及其应用.北京:教育科学出版社.
黄希庭,窦刚,郑涌.(2008).当代大学生价值观的离散选择模型分析.心理科学,31(3),675-680.
蒋奖,曾陶然,杨淇越,于方静.(2016).青少年物质主义的成因、测量与干预.心理科学进展,24(8),1266-1278.
金盛华,孙雪飞,郑建君.(2008).中学生价值观问卷的编制及其结构验证.应用心理学,14(2),164-172.
金盛华,郑建君,辛志勇.(2009).当代中国人价值观的结构与特点.心理学报,41(10),1000-1014.
唐海波,邝春霞,姚树桥.(2008).欲望指数中文版的信度、效度分析.中国临床心理学杂志,16(1),15-17.
王雪,李丹.(2016).儿童社会能力发展的影响因素-社会环境和变迁的视角.心理科学,39(5),1177-1183.
王艳辉,李董平,孙文强,赵力燕,赖雪芬,周月月.(2017).亲子依恋与初中生亲社会行为:有调节的中介效应.心理学报,49(5),663-679.
王予灵,李静,郭永玉.(2016).向死而生,以财解忧?存在不安全感对物质主义的影响.心理科学,39(4),921-926.
许燕,王芳,贾慧悦.(2008).5·12地震灾后四川和北京大学生价值观类型的对比.心理学探新,28(4),46-50.
杨宜音.(1998).社会心理领域的价值观研究述要.中国社会科学,2,82-93.
张光珍,梁宗保,邓慧华,陆祖宏.(2014).学校氛围与青少年学校适应:一项追踪研究.心理发展与教育,30(4),76-77.
郑剑虹,黄希庭.(2004).西方自我实现研究现状.心理科学进展,12(2),296-303.
郑剑虹,黄希庭.(2007).论儒家的自强人格及其培养.心理科学进展,15(2),230-233.
周浩,龙立荣.(2004).共同方法偏差的统计检验与控制方法.心理科学进展,12(6),942-942.
Bacchini,D.,Affuso,G.,&Aquilar,S.(2014).Multiple forms and settings of exposure to violence and values:Unique and interactive relationships with antisocial behavior in adolescence.Journal of Interpersonal Violence,30(17),422-431.
Bardi,A.,&Schwartz,S.H.(2003).Values and behavior:Strength and structure of relations.Personality and Social Psychology Bulletin,29(10),1207-1220.
Bardi,A.,Lee,J.A.,Hofmann-Towfigh,N.,&Soutar,G.(2009).The structure of intraindividual value change.Journal of Personality and Social Psychology,97(5),913-29.
Chen,X.,Rubin,K.H.,&Sun,Y.(1992).Social reputation and peer relationships in Chinese and Canadian children:A cross-cultural study.Child Development,63,1336-1343.
Chen,X.(1999).Adolescent outcomes of social functioning in Chinese children.International Journal of Behavioral Development,23(1),199-223.
Chen,X.,Cen,G.,Li,D.,&He,Y.(2005).Social functioning and adjustment in Chinese children:The imprint of historical time.Child Development,76(1),182-195.
Chen,X.,Chang,L.,Liu,H.,&He,Y.(2008).Effects of the peer group on the development of social functioning and academic achievement:A longitudinal study in Chinese children.Child Development,79(2),235-251.
Chen,X.(2012).Culture,peer interaction,and socioemotional development.Child Development Perspectives,6(1),27-34.
Chen,X.(2015).Exploring the implications of social change for human development:Perspectives,issues and future directions.International Journal of Psychology,50(1),56.
Cieciuch,J.,Davidov,E.,Vecchione,M.,Beierlein,C.,&Schwartz,S.H.(2014).The cross-national invariance properties of a new scale to measure 19basichuman values:A test across eight countries.Journal of Cross-Cultural Psychology,45,764-779.
Cieciuch,J.,Davidov,E.,&Algesheimer,R.(2015).The stability and change of value structure and priorities in childhood:A longitudinal study.Review of Social Development,25(3),503-527.
Cohen,G.L.,&Sherman,D.K.(2014).The psychology of change:Self-affirmation and social psychological intervention.Annual Review of Psychology,65(1),333-371.
Coplan,R.J.,Liu,J.,Cao,J.,Chen,X.,&Li,D.(2017).Shyness and school adjustment in Chinese children:The roles of teachers and peers.School Psychology Quarterly,32(1).131-142.
Danyliuk,T.A.(2015).Domains of socialization and adolescent internalization of prosocial values.Health Education Journal,342(1),727-732.
D?ring,A.K.,Schwartz,S.H.,Cieciuch,J.,Groenen,P.J.F.,Glatzel,V.,&Harasimczuk,J.,et al.(2015).Cross-cultural evidence of value structures and priorities in childhood.British Journal of Psychology,106(4),675-699.
Eskin,M.(2013).The effects of individualistic-collectivistic value orientations on non-fatal suicidal behavior and attitudes in turkish adolescents and young adults.Scandinavian Journal of Psychology,54(6),493-501.
Grouzet,F.M.,Kasser,T.,Ahuvia,A.,Dols,J.M.,Kim,Y.,&Lau,S.,et al.(2005).The structure of goal contents across 15 cultures.Journal of Personality&Social Psychology,89(5),800-816.
Hightower,A.D.,&Al,E.(1986).The teacher-child rating scale:A brief objective measure of elementary children's school problem behaviors and competencies.School Psychology Review,15(3),393-409.
Inglehart,R.(1978).The silent revolution:Changing values and political styles among western publics.New Jersey:Princeton University Press.
Kingsbury,M.,Liu,J.,Coplan,R.J.,Chen,X.,&Li,D.(2016).Assessment and implications of coping styles in response to a social stressor among early adolescents in china.Journal of Early Adolescence,36(2),1-29.
Kluckhohn,C.(1951).Values and value-orientations in the theory of action.In T.Parsons&E.A.Shils(Eds.),Toward a general theory of action(pp.388-433).Cambridge,MA:Harvard University Press.
Ku,L.,Dittmar,H.,&Banerjee,R.(2014).To have or to learn?the effects of materialism on british and chinese children's learning.Journal of Personality and Social Psychology,106(5),803-821.
Moschis,G.,Ong,F.S.,Mathur,A.,Yamashita,T.,&Benmoyal-Bouzaglo,S.(2011).Family and television influences on materialism:A cross-cultural life-course approach.Journal of Asia Business Studies,5(2),124-144.
Padilla-Walker,L.M.,Fraser,A.M.,&Harper,J.M.(2012).Walking the walk:The moderating role of proactive parenting on adolescents'value-congruent behaviors.Journal of Adolescence,35(5),1141-1152.
Parks-Leduc,L.,Feldman,G.,&Bardi,A.(2015).Personality traits and personal values:A meta-analysis.Personality and Social Psychology Review,19(1),3-29.
Perry,B.R.(1926).General theory of value.Mass:Harvard University Press.
Rokeach,M.(1973).The nature of human values.New York:Free Press.
Schwartz,S.H.,&Bilsky,W.(1987).Toward a universal psychological structure of human values.Journal of Personality and Social Psychology,53(3),550-562.
Schwartz,S.H.,&Bardi,A.(2001).Value hierarchies across cultures:Taking a similarities perspective.Journal of Cross-Cultural Psychology,32(3),268-290.
Schwartz,S.H.(2005).Robustness and fruitfulness of a theory of universals in individual values.Soviet Physics Jetp Ussr,11(3),56-95.
Schwartz,S.H.,&Rubel,T.(2005).Sex differences in value priorities:Crosscultural and multimethod studies.Journal of Personality and Social Psychology,89(6),1010-1028.
Schwartz,S.H.(2012).An overview of the Schwartz theory of basic values.Online Readings in Psychology and Culture,2(1),Article 11.
Sherman,D.K.,Hartson,K.A.,Binning,K.R.,Purdie-Vaughns,V.,Garcia,J.,&Taborsky-Barba,S.,et al.(2013).Deflecting the trajectory and changing the narrative:How self-affirmation affects academic performance and motivation under identity threat.Journal of Personality and Social Psychology,104(4),591-618.
Twenge,J.M.,&Kasser,T.(2013).Generational changes in materialism and work centrality,1976-2007:Associations with temporal changes in societal insecurity and materialistic role modeling.Personality and Social Psychology Bulletin,39(7),883-897.
Uhls,Y.T.,&Greenfield,P.M.(2015).The rise of fame:An historical content analysis.Journal of Psychosocial Research on Cyberspace,5(1),1.
Wray-Lake,L.,Flanagan,C.A.,Benavides,C.M.,&Shubert,J.(2014).A mixed methods examination of adolescents'reports of the values emphasized in their families.Social Development,23(3),573-592.
Yan,Y.(2010).The individualization of Chinese society.Bloomsbury Academic.
Yang,Y.(2009).Guanxilization or categorization:Psychological mechanisms contributing to the formation of the Chinese concept of“us”.Social Sciences in China,30(2),49-67.