Personal values and sustained attention as predictors of children's helping behavior in middle childhood.

Abstract

This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior. Children (N=162, age range 8-9 years, mean=8.81, SD=0.43) completed value ranking and go/no-go tasks, and their helping behavior was examined. Children who valued self-transcendence over self-enhancement helped more than others. Surprisingly, children's lack of sustained attention was associated with more helping among those who valued self-transcendence over self-enhancement or openness-to-change over conservation values. Valuing both self-transcendence and openness-to-change was also associated with more helping. Children are more likely to help others if they value self-transcendence and openness to change. Notably, children's tendency to act upon these values may be facilitated (rather than obstructed by) low attention skills.