Accounting for parent-child value congruence: Theoretical considerations and empirical evidence

Ariel Knafo, Shalom H. Schwartz

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

64 Scopus citations

Abstract

Introduction Values are desirable abstract goals that apply across situations. Values serve as guiding principles in people’s lives, as criteria to select and justify actions and to evaluate people and events (Rohan, 2000; Rokeach, 1973; Schwartz, 1992). Values relate meaningfully to numerous important behaviors such as alcohol consumption (Schwartz, Melech, Lehmann, Burgess, Harris, & Owens, 2001), risky sexual behavior (Goodwin, Realo, Kwiatkowska, Kozlova, Nguyen Luu, & Nizharadze, 2002), vocational behavior (Knafo & Sagiv, 2004; Sagiv & Schwartz, 2004), and pro- and antisocial behaviors (Bond & Chi, 1997; Knafo, 2003a). Parents invest heavily in trying to influence their children’s values. Yet, their success is quite limited; the relationship between parental and child values is far from being congruent (Homer, 1993; Knafo & Schwartz, 2001; Troll & Bengtson, 1979). This chapter addresses the processes that lead to parent-child value congruence. By value congruence, we mean that parents and their children attribute similar importance to a value. Levels of parent-child value congruence vary as a function of the substantive content of values. Congruence is usually high for religious values and lower for most other values that have been studied (Kalish & Johnson, 1972; Miller & Glass, 1989). It is therefore important to consider the content of values when studying value transmission. The crucial content aspect that distinguishes among values is the type of motivational goal that they express (Schwartz, 1992).

Original languageAmerican English
Title of host publicationCultural Transmission
Subtitle of host publicationPsychological, Developmental, Social, and Methodological Aspects
PublisherCambridge University Press
Pages240-268
Number of pages29
ISBN (Electronic)9780511804670
ISBN (Print)9780521880435
DOIs
StatePublished - 1 Jan 2008

Bibliographical note

Publisher Copyright:
© Cambridge University Press 2009.

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