Adolescents what they say they want what they

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Adolescents: what they say they want, what they want you to hear, and what

Adolescents: what they say they want, what they want you to hear, and what really makes them happy Kathryn Williams and Joseph Ciarrochi

Some questions about values • Are some values ‘healthier’ than others? – Idiosyncratic theories

Some questions about values • Are some values ‘healthier’ than others? – Idiosyncratic theories – Universal theories – Humanistic theories • What if some values are subject to social pressure? • What is the relationship between values and well-being? • How does this change as you grow up?

Theory of basic human values (Schwartz, 1992, in Schwartz and Boehnke, 2004)

Theory of basic human values (Schwartz, 1992, in Schwartz and Boehnke, 2004)

Self-Determination Theory (e. g. , Deci & Ryan, 2000) • Power • Wealth •

Self-Determination Theory (e. g. , Deci & Ryan, 2000) • Power • Wealth • Being admired or famous • Hedonism • Controlled motives • Relationships • Personal growth • Contributing to the community • Physical health • Autonomous motives

Wollongong Youth Study • Longitudinal data from 5 schools • Self-, peer- and teacher-report

Wollongong Youth Study • Longitudinal data from 5 schools • Self-, peer- and teacher-report measures and grades for adolescents aged 12 -17 • Online surveys of young adults

Survey of Guiding Principles • Based on Schwartz Values Survey • Value importance, pressure,

Survey of Guiding Principles • Based on Schwartz Values Survey • Value importance, pressure, success • Factor analysis (Stefanic 2009) – 7 factors accounting for 76. 8% of variance • Based on Schwartz theory and reliability analysis, created three more clusters • Other items are used individually • Total of 30 items/clusters in 13 groups

SGP item* or cluster (no. items) Universalism (3) Hedonism (2) Having genuine, close friends*

SGP item* or cluster (no. items) Universalism (3) Hedonism (2) Having genuine, close friends* Stimulation (3) Benevolence (4) Striving to be a better person* Helping others* Being self-sufficient* Having relationships involving love …* Being curious* Religion (2) Solving problems* Showing respect for tradition* Artistic (4) Conformity (2) Resolving disputes* Being safe from danger* Teaching others* Reciprocation of favours …* Managing things* Influence over others (3) Practical work (2) Being admired by many people* Physical health (3) Being wealthy* Having courage* Conscientious achievement (4) Sex (2) Being competent and effective* Having a sense of accomplishment …*

Data analysis • Correlations between value importance, pressure, success and well-being: PANAS-X, Satisfaction With

Data analysis • Correlations between value importance, pressure, success and well-being: PANAS-X, Satisfaction With Life Survey • Plotted mean importance and pressure of value items/clusters against correlations

Correlations with well-being Mean scores Joviality Sadness Hostility Life satisfaction Yr 12 Post Importance

Correlations with well-being Mean scores Joviality Sadness Hostility Life satisfaction Yr 12 Post Importance . 26** . 24** -. 01 -. 16** -. 05 -. 18** . 15* . 36** Pressure -. 16* -. 13* . 17* . 29** . 14* . 26** -. 16* -. 18** Success . 33** . 39** -. 15* -. 29** -. 04 -. 26** . 45**

Importance: female Year 12

Importance: female Year 12

Importance: female post school

Importance: female post school

Importance: male Year 12

Importance: male Year 12

Importance: male post school

Importance: male post school

Pressure: female Year 12

Pressure: female Year 12

Pressure: female post school

Pressure: female post school

Pressure: male Year 12

Pressure: male Year 12

Pressure: male post school

Pressure: male post school

What really makes them happy? • No clear intrinsic/extrinsic divide • Power, sexual desirability,

What really makes them happy? • No clear intrinsic/extrinsic divide • Power, sexual desirability, physical fitness, achievement, stimulation are no less rewarding than universalism, love • Girls’ well-being linked to success at ‘Having genuine and close friends’ • Boys’ well-being depends on leadership • Success at socially desirable, pressured values linked with well-being post-school

Closing thoughts … • A broad, comprehensive measure of ‘universal’ values is useful for

Closing thoughts … • A broad, comprehensive measure of ‘universal’ values is useful for identifying valued life directions among adolescents and young adults • What people tell you is important is not always linked to their well-being …