Values and prosociality in middle childhood: A longitudinal examination of costly sharing and noncostly giving.

This study examined the direction of relations between values and prosocial sharing during middle childhood. A total of 299 children participated (age at first time point in months: M_{first grade} = 80.49, SD = 4.16; M_{second grade} = 92.98, SD = 4.84; 53% female, 47% male) completed a values questionnaire and participated in a resource allocation task over four annual assessments. A random-intercept cross-lagged panel model revealed stable associations between the variables. Prioritizing others’ welfare (self-transcendence values) was associated with increases in costly sharing over time, to a stronger extent than costly sharing was also associated with later increases in self-transcendence values. These reciprocal effects were not observed for noncostly giving or self-enhancement values. The findings underscore the role of values in relations to prosocial sharing development, even in middle childhood. (PsycInfo Database Record (c) 2025 APA, all rights reserved) This study demonstrated that over time, children’s values of care for others predict their willingness to share resources with other children, more so than sharing experiences shape their values. These findings suggest that fostering values of care and generosity during elementary school years may be effective for promoting generous behavior, providing guidance for parents and educators seeking to cultivate prosocial development in children.