Two Ways of Value Change: From Behavioral Inhibition and Activation to Subjective Well-Being

According to Schwartz’s (1992) theory, basic human values form a circular structure, with neighboring values being compatible with each other and values at opposite positions being conflicting ones. When value change occurs, the increase in the importance of one value is accompanied by the increases in the importance of compatible values and by the decreases in the importance of conflicting values (Bardi & Goodwin, 2011). Since values are reflected in relative importance and priorities, similar value changes can be achieved by either increasing the importance of compatible values or decreasing the importance of conflicting ones.However, little is known about the mechanism underlying these two ways of value change and the effects on subjective well-being (SWB). Research has suggested that there are two biological systems: behavioral inhibition system (BIS) and behavioral activation system (BAS), the former of which is related to sensitivity to punishment and avoidant behaviors, whereas the latter is related to sensitivity to reward and approach behaviors (Gray & McNaughton, 2000). Although research has shown significant relationship of SWB with both BIS/BAS (Erdle & Rushton, 2010) and values (Bobowik, Basabe, Paez, Jimenez, & Bilbao, 2011), how BIS/BAS is related to value change in affecting SWB has not been well understood. In this proposal, two studies are designed to address the issue.Study I examines the mechanism in a laboratory setting using cultural priming procedures. According to cultural identity theories (Oyserman & Lee, 2008), people respond to cultural priming by either assimilating to or contrasting against the primed culture. The assimilation and contrast effects can lead to value changes, through either increasing values that are compatible with cultural identities or decreasing the incompatible values as predicted in Table 1. In mediational models presented in Figure 2, the study examines the effects of BIS/BAS on changes in SWB through value change.Study II employs a longitudinal design to examine the mechanism in a natural life setting. Research has shown that university education can result in significant value changes (Schwartz, 2007). Students with different levels of BIS/BAS may experience different ways of value change by either increasing values compatible with university education (e.g., openness to change) or decreasing values incompatible with university education (e.g., conservation). In latent growth models presented in Figures 3 and 4, the study examines how the developmental trajectories of values and SWB are related to each other and affected by BIS/BAS.