Positive value change during college: Normative trends and individual differences

By Kennon M. Sheldon. 2005

134 citations recorded by the source corpus.

Subfields: Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/fcb67a6d4b1d48067ebf5382f90f872c99d3088e

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Citations in the corpus

Factors Influencing Public-Sphere Pro-Environmental Behavior among Mongolian College Students: A Test of Value–Belief–Norm Theory (2018, background): “of student development during higher education to changes in students’ values, beliefs, norms and behavior in a four-year period [102].”
Big Five traits mediate associations between values and subjective well-being (2009, background): “First, their cross-sectional nature does not rule out the possibility that changing values might causally influence SWB. Values are often seen as more malleable than traits, and there is some longitudinal evidence that value change covaries with SWB (Sheldon, 2005).”
An Investigation of Character Strengths in Relation to the Academic Success of College Students (2009, background): “…case the positive relationships between student success and such character strengths as Love of Learning, Creativity, Curiosity, and Beauty are consonant with research showing a normative shift over the college years toward intrinsic values, interests, and activities (Astin, 1993; Sheldon, 2005).”
The Dual Route to Value Change: Individual Processes and Cultural Moderators (2011, background): “Yet other empirical evidence suggests that individual values can change more substantially (e.g., Kohn & Schooler, 1982; Rokeach, 1973; Sheldon, 2005).”
Sustainability behaviors among college students: an application of the VBN theory (2018, background): “The applicability of VBN theory to an undergraduate population is notable, as values, beliefs, and norms have been shown to be in flux during the college years (see e.g. Astin 1993; Sheldon 2005).”
Personal Goals During Emerging Adulthood (2007, unknown): “, 2001; Wrosch & Heckhausen, 1999), only a few longitudinal studies have examined the relationships between personal goals, age-graded developmental tasks, and role transitions (Nurmi & Salmela-Aro, 2002; Roberts, O’Donnell, & Robins, 2004; Salmela-Aro, Nurmi, Saisto, & Halmesmäki, 2001; Sheldon, 20”
Know Thyself and Become What You Are: A Eudaimonic Approach to Psychological Well-Being (2008, background): “…and John, 2003), personality traits (Lopes et al., 2003; Schmutte and Ryff, 1997), personal goals (Carr, 1997; Riediger and Freund, 2004), values (Sheldon, 2005), coping strategies (Kling et al., 1997), social comparison processes (Heidrich and Ryff, 1993; Kwan et al., 2003), and spirituality…”
The relationship between materialism and personal well-being: A meta-analysis. (2014, unknown): “…46 26.5 Student Sheldon (2004c) 323 ".17 ".21 AI SWLS % PANAS Unpublished raw data U.S.A. 61 Over 18 Student 85 Sheldon (2005a) 109 ".14 ".18 AI-ext RK Journal article U.S.A. 83 Over 18 Student Sheldon (2005b) 79 .00 .00 AI PANAS– Negative Affect Unpublished raw data U.S.A. 53 Over 18 Student 81 !”
Mental representations of social values (2010, background): “Although past research has examined numerous effects of value change (Cileli, 2000; Inglehart, 1997; Klages, 2005; Sheldon, 2005; Verkasalo et al., 2006), these systemic implications have been examined only very recently.”