Search

Sense of success and self-efficacy regarding technology integration in teaching are among the most important factors that influence teachers' well-being and professional development, and may have a substantial impact on student learning. In this quantitative study (N = 735 K-12 teachers in Israel), we explored the factors contributing to sense of success in emergency remote teaching and self-efficacy for integrating technology in teaching following the experience of teaching during COVID-19 days. We use decision-tree models to look at nuanced relations. Overall, our findings highlight the crucial--albeit not surprising--role of experience in teaching with technology as an important factor that promotes sense of success and self-efficacy. Going beyond this factor, we emphasize that emotional difficulties in times of emergency may serve as an important risk factor, and that taking a leading role in school may serve as an important protective factor. We also found an advantage to STEM and Language teachers, compared with Social Sciences and Humanities teachers. Following our findings, we conclude with a set of recommendations that could enhance school-based teaching and learning at large.

Schools serve as social institutions that convey values in the context of socialization and enculturation. Teachers are pivotal in this transmission process via their value-related educational goals (VrEGs), which outline how they would like to see their pupils in terms of values. What factors influence these VrEGs? We suggest that those vary on an individual level, but also correspond to the prevailing value orientations of the society. In our study we followed two main goals to test this thesis. Firstly, we examine the differences in VrEGs between teachers of two European countries: Switzerland (CH) and United Kingdom (UK). Secondly, we investigated the similarity of the teachers' VrEGs with prevailing national value orientations from the specific countries. One hundred and fifty primary school teachers (108 CH, 42 UK) were asked about their VrEGs using an adapted version of Schwartz's Portrait Values Questionnaire (PVQ-21). Data from the Human Value Scale (HVS) of the European Social Survey (ESS) was used for country-specific value orientations. Analyses of the value structures and the differences in value priorities showed that for the individuals from the two countries as well as for the teachers' VrEGs from the two countries, significant differences exist in several value types. Teachers' VrEGs in each country showed a high correlation with the corresponding national value profile. We discuss our results in light of cross-national differences in value education in schools. [ABSTRACT FROM AUTHOR]

Little is known about how children's value priorities develop over time. This study identifies children's value priority profiles and follows their development during middle childhood. Australian children (N = 609; ages 5-12 at Time 1) reported their values over 2 years. Latent Transition Analysis indicated four profiles: Social-Focus, Self-Focus, Growth-Focus and Undifferentiated. Within person development was characterized by profile stability or transfer to the Social-Focus profile. Younger children were more likely to have an Undifferentiated profile (or Self-Focus among boys) than older ones. Girls were more likely to have a Social-Focus profile or transfer to it, and less likely to have a Self- or Growth-Focus profile than boys. Social-Focus profile membership over time predicted more prosocial and less aggressive behavior.

Objective: We aimed to investigate value change and stability longitudinally in middle childhood. Background: Values are the aspect of personality defining one's aspirations. Research identifies meaningful values in middle childhood, yet we know little about the process of their development within individual. Method: Children (N = 298; 53.7% girls, Mage = 7 years and 3 months, SD = 7.70 months, at the first time point) four times, annually. Results: Rank‐order stability increased with age and decreased with time‐span. We found value hierarchy consistency, with value hierarchy similar to adolescents in the priority given to openness to change versus conservation values, and to adults in the priority given to self‐transcendence values. Latent growth curve analyses indicated linear increase in openness to change, and curvilinear increase in self‐transcendence values, and linear decrease in conservation and self‐enhancement values, with some differences across ages. Value structure was better differentiated with age. Compatible values changed in similar, and conflicting values in opposite directions. Conclusions: This paper suggests that in middle childhood, children can already report stable values. Moreover, middle childhood is characterized by coherent change patterns, of increase in the importance of growth, and decrease in the focus on conflicting protection values. [ABSTRACT FROM AUTHOR]

As they inhabit complex social worlds, adolescents often learn competing values, resulting in value-differentiation, within-individual variability in value importance across contexts. But what are the implications of value-differentiation across age groups and cultures? A study of 4007 adolescents aged 11 to 18 (M = 14.41, SD = 2.16), of three Israeli groups (majority, former Soviet Union immigrants, Arabs) discovered negative relations between value-differentiation and self-esteem, suggesting that confusion may result from value incoherence. The relations were stronger among younger adolescents than older ones and were especially strong among younger first-generation immigrant adolescents, pointing to the need to address the value-differentiation of immigrant adolescents.

Values, abstract motivational goals—guides for the right and wrong, the desirable and undesirable—relate to many important attitudes and behaviors. Although meaningful understanding of values exists already at age 5, most developmental value research has focused on adolescence. Not enough is known about what happens to children's values during middle childhood, the period between these two life stages. We propose five criteria for value maturation, reflecting key cognitive and social advances in this period: (a) that children's value coherence increasingly reflects the motivational associations among values and that, with age, values become increasingly (b) abstract (c) consistent, (d) stable, and (e) related to behavior. Values undergo profound developmental changes during middle childhood indicating that, the importance of adolescence notwithstanding, middle childhood is crucial for value maturation. [ABSTRACT FROM AUTHOR]

Living in complex social worlds, individuals encounter discordant values across life contexts, potentially resulting in different importance of values across contexts. Value differentiation is defined here as the degree to which values receive different importance depending on the context in which they are considered. Early and mid-adolescents (N = 3,497; M = 11.45 years, SD = 0.87 and M = 16.10 years, SD = 0.84, respectively) from 4 cultural groups (majority and former Soviet Union immigrants in Israel and Germany) rated their values in 3 contexts (family, school, and country). Value differentiation varied across individuals. Early adolescents showed lower value differentiation than mid-adolescents. Immigrant (especially first generation) adolescents, showed higher value differentiation than majority adolescents, reflecting the complex social reality they face while negotiating cultures.

This study tested the hypothesis that values, abstract goals serving as guiding life principles, become relatively important predictors of adolescents' self-reported violent behavior in school environments in which violence is relatively common. The study employed a students-nested-in-schools design. Arab and Jewish adolescents (N = 907, M age = 16.8), attending 33 Israeli schools, reported their values and their own violent behavior. Power values correlated positively, and universalism and conformity correlated negatively with self-reported violent behavior, accounting for 12% of the variance in violent behavior, whereas school membership accounted for 6% of the variance. In schools in which violence was more common, power values' relationship with adolescents' self-reported violence was especially positive, and the relationship of universalism with self-reported violence was especially negative.

Objective: This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior. Method: Children (N = 162, age range 8–9 years, mean = 8.81, SD = 0.43) completed value ranking and go/no‐go tasks, and their helping behavior was examined. Results: Children who valued self‐transcendence over self‐enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self‐transcendence over self‐enhancement or openness‐to‐change over conservation values. Valuing both self‐transcendence and openness‐to‐change was also associated with more helping. Conclusions: Children are more likely to help others if they value self‐transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills. [ABSTRACT FROM AUTHOR]

Self-direction values (e.g., independence, curiosity) are among the most important values to people worldwide. However, it is not clear what encourages their development. We propose that self-esteem may be associated with the development of self-direction values because feelings of self-worth provide the confidence needed for independent pursuit. As both independence and self-esteem develop during adolescence, we examined longitudinal associations between self-direction values and self-esteem in adolescents. Study 1 (NT1 = 527, 55.6% girls, M age = 16.24, SD =.71, NT2 = 198) included two annual waves of data collection. Study 2 (Noverall = 486, 55.6% girls, initial M age = 13.76, SD =.51, NT1 = 418, NT2 = 420, NT3 = 426, NT4 = 387) included four annual waves. In the studies, a cross-lagged panel model and a random-intercept cross-lagged panel model showed that adolescents who feel worthy are more likely to experience an increase in the importance of values of independent thoughts and actions relative to other values. Partial support was found for the opposite direction of association. The results were replicated across longitudinal studies of varying duration and across measures. We discuss the results in light of theories of self-esteem, values, and specifically the development of self-direction values. [ABSTRACT FROM AUTHOR]

\n We test the theory that personality incoherence may instigate personality change in the context of personal values. Values’ near-universal organization makes value incoherence assessment straightforward. The study included 13 longitudinal samples from seven cultures (Australia, Israel Palestinian citizens, Israel Jewish majority, Italy, Poland, Portugal, and Switzerland), total N = 7,126, and T1 M age ranging between 6 and 18. Each participant reported values between two- and six-times. Using unfolding analysis, we calculated the fit of the internal value structure of each participant at the first time point to the value structure in their sample (normative structure) and to the theoretical structure of values. We estimated value change using Growth Curve Modeling (when at least three measurement times were available) and the difference between T1 and T2 in each sample. We correlated value incoherence with value change and estimated the effect across samples using a meta-analysis. Incoherence with the structure of values predicted greater value change. The associations were stronger when participant’s value structures were compared to the normative value structure at T1 than when they were compared to the theoretical structure. A meta-regression analysis indicated that effects were not moderated by age. We discuss possible underlying processes and implications for personality development.Researchers have suggested that internal conflicts are difficult to endure, and individuals whose personality is chaotic will be less able to function. As a result, they will be more likely to change their personality. We test this prediction for one aspect of a person’s personality: their values. Values are personal goals, defining what an individual finds most important in life. We assembled 13 samples from seven different cultures, including 7,126 children and adolescents (6–18 years of age). We calculated the internal coherence of their values at time 1, to identify disorganization or internal conflicts. We then followed the participants over time, to discover whether their value priorities changed. Our analysis shows that children and adolescents who reported disorganized values at the beginning of the study changed their value priorities over time. Thus, individuals who find it hard to decide what they find important in life, holding different competing goals, are more likely to shift between goals. [ABSTRACT FROM AUTHOR]