This study examines the evolution of Schwartz’s Basic Human Values during the COVID-19 outbreak, and their relationships with perceived threat, compliance with movement restrictions and social distancing. An online questionnaire was administered to a heterogeneous sample of French citizens (N = 1025) during the first French lockdown related to the outbreak. Results revealed a significant evolution of values; the conservation value was higher during the outbreak than usual, and both self-enhancement and openness-to-change values were lower during the COVID-19 outbreak than usual. Conservation and perceived threat during the outbreak were robustly and positively related to both compliance with movement restrictions and social distancing. Conservation during the outbreak emerged as a significant partial mediator of the relationship between perceived threat and outcomes (i.e., compliance with movement restrictions and social distancing). Implications of these results for the malleability of values and the COVID-19 modelling are discussed.

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Introduction.Little is known about the determinants of Faculty members' well-being and the temporal distribution of academics activities (research, teaching, and collective tasks). We linked well-being in the sense of PERMA (Seligman, 2011) to an inventory of academics' motives and to measures of relative involvement in work activities. Aim. Testing the hypothesis that an inventory of academics' motives could explain inter-individual variations in well-being and in time distribution of work activities. Method. 222 senior lecturers from French universities filled in a questionnaire of professional motives, a collection of well-being scales implementing PERMA. They also provided a measure of their relative timedistribution by means of a tool designed for this purpose. Results. A seven-motive structure was extracted and confirmed by CFA. It explained 81.7% of the variance of the 21 final items: (1) Contribution to Progress by Research; (2) Teamwork in Teaching; (3) Self-esteem through Teaching; (4) Autonomy in Research Activities; (5) Positive Relationships with Students; (6) Autonomy in Teaching; and (7) Collaboration. The motives explained membership to six Relative 'Temporal Allocation Profiles' extracted by k-means (Cox and Snell pseudo-R 2 =.332). In path analyses, the motives explained from 40 to 52% of the variance of the five PERMA elements. Conclusion. The study provides three contributions: an original inventory of the structure of academics' motives; a first use of the PERMA model for measuring academics' well-being; and a new tool for measuring differential involvement in academic activities.

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