From well-being to values or from values to well-being? Three longitudinal studies in the East and West on the same life transition

Abstract

Theories and research on the relationships between values and well-being have predominantly focused on how values may affect well-being, with less attention to the reverse direction—how well-being may shape values. We present three alternative theoretical perspectives on this latter direction: well-being as an activator, reinforcer, and operator of value change. Using diverse measures of well-being and personal values, we conducted three longitudinal studies centered on the same life transition—entering university—across distinct samples from Mainland China (N = 218), Hong Kong (N = 252), and the United Kingdom (N = 196). Results from parallel process latent growth models (LGMs) showed more substantial evidence for well-being predicting later value change than the reverse. Specifically, well-being predicted later value changes in three cases: Initial life satisfaction predicted increases in the openness to change value dimension in Study 1, and initial self-esteem predicted increases in both openness to change and self-enhancement value dimensions in Study 3. Values predicted later well-being changes only once: Initial self-enhancement value dimension predicted increases in positive affect in Study 2. These results illuminate the intricate nature of the relationships between well-being and values, highlighting well-being’s role as a catalyst for value development and the importance of contextual factors during life transitions.

Plain language summary

Have you ever wondered whether your well-being influences what you value in life—or whether your values shape your well-being? We explored this by tracking first year university students in three regions: Mainland China, Hong Kong, and the United Kingdom. After they began their studies, we repeatedly measured each student’s life satisfaction, positive emotions, self-esteem, and the importance they placed on values such as openness to new experiences and personal success. Our findings show that initial well-being more often predicts later changes in values than vice versa. For example, students who started with higher life satisfaction later placed greater value on change, and those with higher self-esteem came to prioritize both openness to change and personal success. In contrast, values predicted subsequent well-being only once: students who initially emphasized personal success reported increased positive emotions over time. These results suggest that supporting students’ well-being early in their university transition can foster values that aid their adjustment to campus life. Moreover, societal contexts appear to shape the interplay between well-being and values during this critical period.