Personal values are reliable cross-situational predictors of attitudes and behavior. Since the resurgence in research on values following the introduction of Schwartz’s theory of basic values, efforts were focused on identifying universal patterns in value–attitude relations. While some evidence for such universal patterns exists more recent studies point out, there is still considerable variation in value–attitude and value–behavior links across cultures and contexts. Extending the existing literature on potential moderators in this paper, we introduce the concept of value-instantiating beliefs. This study looks at subjective construal of the value relevance of specific behaviors as a proximal moderator of value–attitude and value–behavior relations. We argue that a belief that construes a behavior as a valid instantiation of a value is a prerequisite for the relationship between said value and the behavior. We also argue that such value-instantiating beliefs play a central role in determining the direction of the relationship. In a web-based survey experiment ( N = 1724) consisting of three trials, we presented participants with vignettes describing behavioral choices. In order to manipulate the value-instantiating beliefs, the behaviors were described either neutrally, as reinforcing the value, or as inhibiting the value. We then measured the value-instantiating beliefs, the attitude toward the behavior, and the intention to perform it. Instantiating beliefs strongly moderated the relationship between the personal values and the dependent variables in all three trials. Moreover, the direction of the relationship was determined by the instantiating beliefs. The results emphasize the plasticity of the value–behavior relation and the role of social construction in directing the motivational power of values toward concrete instantiating behaviors.

Estimating psychological constructs from natural language has the potential to expand the reach and applicability of personality science. Research on the Big Five has produced methods to reliably assess personality traits from text, but the development of comparable tools for personal values is still in the early stages. Based on the Schwartz theory of basic human values, we developed a dictionary for the automatic assessment of references to personal values in text. To refine and validate the dictionary, we used Facebook updates, blog posts, essays, and book chapters authored by over 180 000 individuals. The results show high reliability for the dictionary and a pattern of correlations between the value types in line with the circumplex structure. We found small to moderate (rs = .1–.4) but consistent correlations between dictionary scores and self‐reported scores for 7 out of 10 values. Correlations between the dictionary scores and age, gender, and political orientation of the author and scores for other established dictionaries mostly followed theoretical predictions. The Personal Values Dictionary can be used to assess references to value orientations in textual data, such as tweets, blog posts, or status updates, and will stimulate further research in methods to assess human basic values from text.

In response to the enduring "deficit" approach to the educational attainment of Aboriginal students in North America, we hypothesized that academic underperformance is related to a cultural mismatch between Aboriginal students' cultural background, which emphasizes connectedness and interdependence, and the mainstream White model of education, which focuses on independence and assertiveness. The participants included virtually all the secondary students (N = 115) in the Naskapi community of Kawawachikamach, Quebec, Canada. We obtained self-reports of identification with Aboriginal and White culture, teacher reports of assertiveness, and official grades. We found that high identification with either Aboriginal or White culture was related to higher grades, regardless of whether the students were perceived as assertive by their teacher. Conversely, at low levels of cultural identification toward Aboriginal or White culture, being perceived as low in assertiveness by one's teacher predicted lower grades. This suggests that both high cultural identification and assertiveness can contribute to enhancing the educational outcomes of Aboriginal students, but that Aboriginal students with low levels of both cultural identification and assertiveness are at particular risk as they are mismatched with the culture of mainstream schools and do not benefit from the protective effects of identity. The relationships among identity, cultural values, and academic performance point to the need to reject the notion of an inherent deficit in education among Aboriginal youths in favor of a different framework in which success can be attained when alternative ways of being are fostered and nurtured in schools.

This study contributes to the discussion on individual-level determinants of anti-immigrant prejudice by applying a multi-dimensional model of manifestations of national identity in Russia. This context is particularly interesting as anti-immigrant sentiments are widespread across all social strata and thus, socioeconomic indicators and political views are weak predictors of such sentiments. We use cross-sectional data from 1995, 2003, and 2013 ISSP National Identity module to assess the dynamics of three facets of national identity in Russia, namely nationalism, political patriotism, and cultural patriotism, and their relations with attitudes toward immigrants. We find nationalism, political patriotism, and anti-immigrant attitudes to increase over time. More importantly, our findings support the theoretical distinction between the facets of national identity: nationalism is linked to anti-immigrant attitudes, political patriotism is linked to more positive attitudes, and cultural patriotism is largely unrelated to attitudes toward immigrants. We show that these facets of national identity have much higher predictive power than sociodemographic indicators or political views. Our findings underscore the utility of a nuanced assessment of national identity in explaining attitudes toward immigrants in non-Western contexts.

This article aims to explicate the role of social cohesion in the relationship between adherence to common values and life satisfaction. Shared values are often assumed to be a constitutive element of social cohesion and are used in measurement of the concept. However, sociopsychological theory of values sees social cohesion rather as a moderator of the link between value congruence and life satisfaction, not as a constituent of value congruence. Based on a representative survey of the city of Bremen, Germany (N = 2605), we predict life satisfaction from person‐group value congruence and neighbourhood social cohesion. We find no relationship between value congruence and social cohesion, but a significant positive moderating effect of social cohesion on the relationship between value congruence and life satisfaction. The findings suggest that sticking to common values does not increase social cohesion, but that positive effects of value congruence are more pronounced in high‐cohesion neighbourhoods.