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70 WEDNESDAY 20 JULY2.6.4 Improving the quality of cross-naonal surveys: towards a broader understanding of equivalenceW. Aschauer 2 , M. Weichbold 1 , R. Bachleitner 21 Salzburg University, Austria; 2 University of Salzburg, AustriaAlso in the coming years, survey research will be essenally characterized by a growing importance of interculturaland internaonal comparave research. Besides other well known methodological problems, equivalenceas a condion for the comparability of individual countries or cultures is essenal. Accordingly, the conceptof funconal equivalence discusses the suitability of different survey modes and different sampling strategies,the operaonalizaon of theorecal approaches in different country-specific contexts, various translaonproblems as well as configural, metric and scale equivalence.2.7 Human Values IIITo be held on July 20, 2011 from: 09:00 to 10:30, in room 415.Coordinated by:• Constanze Beierlein - GESIS - Leibniz Instute for the Social Sciences, Germany• Eldad Davidov - University of Zürich, Switzerland• Peter Schmidt - University of Giessen, Germany2.7.1 Children’s values in cross-cultural perspecveA. Döring 2 , J. Cieciuch 1 , J. Harasimczuk 3 , M. Janik 21 University of Finance and Management in Warsaw, Poland; 2 University of Münster, Germany; 3 Cardinal StefanWyszynski University Warsaw, PolandSchwartz’s (1992) theory of universal human values proved to be a highly fruiul framework for conceptualizingand researching values – to date mostly adolescents’ and adults’ values. Our findings go beyond thisusual scope and demonstrate the validity of Schwartz’s theory for values in childhood. Döring, Blauensteiner,Aryus, Drögekamp, and Bilsky (2010) developed a self-report instrument which is suited to children’s cognivedevelopmentalbackground: the Picture-Based Value Survey for Children (PBVS-C). In our study, 1,178 Germanchildren who were between 6 to 12 years old completed the German version of the PBVS-C (Döring et al.,2010), and 1,557 Polish children who were between 6 to 13 years old completed the Polish version of thePBVS-C (Cieciuch, Harasimczuk,& Döring, 2010). Furthermore, the oldest among these children (i.e.,older than 10 years) also completed thePortrait Values Quesonnaire (PVQ; Schwartz et al., 2001)...2.7.2 Meanings of Schwartz Human Values: associaons with other orientaon modelsA. Ramos 1 , J. Vala 11 University of Lisboa - ICS, PortugalThis paper aims to contribute to the understanding of the meanings of the values that are comprised in theSchwartz’s model (21 items version). This will be done through the comparison between the Human ValuesModel and four other movaonal orientaons models: Terminal Values (Rokeach 1973), Materialism/Post-Materialism (Inglehart 1977, 1990, 1997), Social Dominance Orientaon (Sidanius and Prao 1999; Sidaniuset al. 2001) and Independent and Interdependent Self-Construals (Markus and Kitayama 1991; Singelis 1994).These models represent movaonal dimensions that are broadly used in the social sciences to explain atudesand behaviours. With this exercise we do not aim to proceed to any kind of validaon of the HumanValues Model, but to idenfy what people associate to the values that integrate the model. A sample of 638Portuguese university students of different areas is used...