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

Abstract

Objective: This study tested the effect of personal values (motivation) and sustained attention (cognitive ability) on children's helping behavior. Method: 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. Results: 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. Conclusions: 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.