A cross-sectional study within Portuguese adolescents, young adults and adults is presented in an attempt to explore the process of value-meaning construction. A model of values psychological structure developed by Schwartz and Bilsky (1987, 1990) is evaluated within a sample of 600 subjects. Such a model presupposes the existence of a universal organization of values on 10 content domains or motivational types. Schwartz's value survey was used to measure subjects' value priorities. Results reveal the validity of the predefined motivational types on the three samples although there are some structural variations between the samples. Such variations may be attributed to the development characteristics of each group. Cognitive-developmental theory emerges as an adequate framework for the analysis of results, assuming the active role of the subject on the process of constructing personal-meaning-theories out of reality.
Introduction
Several authors have emphasized the process of values construction as one that evolves through the life span (e.g. Feather, 1980;Keats, 1986;Rokeach, 1973), although research in this area has mainly focused on differences in value hierarchies across age groups (e.g. Barclay & Sharp, 1982;Rokeach, 1973;Traub & Dodder, 1988). Within a cognitive-developmental framework, it is possible to conceptualize these differences as resulting from the more integrated and complex competence of the individual in dealing with personal, interpersonal and environmental demands. Considering that values are inherent to the self-concept they are a crucial component for the subjective appraisal of events (Feather, 1988) and thus the construction of values can be conceived essentially as a meaning-making process.