Value hierarchies of students

International journal of environmental and science education, 2016

In this study we analyzed the role of a value structure in understanding today’s students. Analysis of the value orientations of the students is of current interest, as they are understood as a social and demographic group of youth characterized by the process of self-determination in life consciously defining their own life values. Students’ life values show things that are important to them, that are worthy to be taken care of, that benefit them, or may be their aim or ideal. The purpose of the article was to study and reveal the most important worldview and life values of today’s Kazakh youth in economic, political, social, and cultural contexts as well as to reveal theoretical and methodological approaches when studying value consciousness of the youth and conducting empirical measurements with subsequent analysis of the situation. Methods of the study were the following: sociological conceptualization, comparative approach, sociological survey. The questionnaire relates to the ...

Research in Social Sciences and Technology, 2017

The aim of the study is to find out whether there is a statistically significant difference between value priorities of public and private university students in Turkey and whether their values differ. This is a quantitative study using ANOVA for the analysis of the data. The results suggest that private university students show greater tendency towards universalism, power, tradition, conformity, and hedonism compared to the public university students, while the public university students showed greater sensitivity to benevolence compared to the private university students. The test results also showed that the education level of mothers do not have a significant effect on value priorities of both public and private university students, while father's education has significant effect on the perception of power.

2015

Value orientation is a key factor for studying social- cultural development. This study seeks to use Inglehart's theory and investigates students' material and post material value orientation as the agents of social development. In this research we used survey method and distributed questionnaires among 800 students of Shiraz and Yazd Universities who were selected as the samples of research. The results show that native students of Yazd University have stronger tendency to post material values than native students of Shiraz University. Results also show that in the whole statistical society, variations such as sex, income, faculty, educational level and age, and in Shiraz, variations such as sex, income, faculty, educational level, age and residence, and in Yazd, variations such as sex, educational level, residence, marital status and all dimensions of religiosity (except perceptional dimension) have significant relationship with value orientation.

The differences between male and female students in the field of education can be studied from several points of view. The aim of the present study2 is to approach the issues of mobility closely connected to the educational institution, institutional existence and school, using the filter of value sociology, thus bringing us closer to the different school attitudes and behaviours of the two genders, focusing on higher education. In our analysis, we used the ‘Campus-lét’ Research database3 (2010) of more that 2,000 students (N=2,384). In the course of completing questionnaires, students responded to the Rokeach Value Survey, which includes 18 terminal and 18 instrumental values evaluated on a five-grade scale. The techniques used were value averages and ranking, factor analysis and analysis of variance. We identified three factors with the use of terminal values (humanist-integrated, seeking happiness in individuals, hedonistic-egoistic) and four with the use of instrumental values (philanthropic, rational, open minded-creative, bureaucratic), with the factor scores indicating a significant relation to gender in five cases.

The complex and articulated process that defines Self-concept structuring is also characterized by the influences exercised by the culture and the values that distinguish one's own life context. The role of the values, as ideal benchmarks that guide a person's life, are of great significance in the adolescence, a phase in which an individual acquires the competences and the necessary requisites to undertake particular responsibilities and to re-organize one's Self. Age, gender and type of school had an impact on values. The sample is made up of 480 students equally distributed by type of school (Grammar school, Technical Institutes and Vocational Institutes) and by gender. Students attributed more importance to satisfaction and personal enjoyment. They perceived themselves as inclined to pro-sociality and openness to change. Conversely, they have given less priority to the values of the conservatism and personal affirmation. Students of vocational schools have given less priority to the values openness to change, pro-sociality and success than students in grammar and technical schools. Grammar schools students have also perceived themselves slightly more progressive than other students. Females have perceived themselves as more prosocial and open to change, while males have given higher priority to value power, apparently retracing gender stereotypes.

2020

Values occupy a central position in the cognitive system and personality of a university student because they include both the affective and behavioural components of knowledge. In addition, they determine a student's attitudes and motivations. Reflecting on students' values is of particular importance to the education system due to the relationship between educational and human values, which restores or newly encapsulates the real role of the school in creating values. Through school, it is possible to build and develop human values in students, making it a place for building this while respecting the wider social context and recognizing the importance of the family. At the same time, it is important that the prevailing cognitive nature of learning is balanced by anthropological dimensions and by sufficient space for other aspects of students' personal development.

International Journal of Asian Social Science, 2014

The balanced development of the overall personality of human beings can be reached through the process of education. As a whole, higher education institutions must hold the important role of establishing not just an academic priorities nevertheless building a values and a new culture in the society. The aim of this paper is to study the nature of the undergraduate students on their reception towards values. More specifically, this paper carries out a survey on Muslim students' reception of the personal values in their daily life. The study was conducted on the basis of a statistical sampling survey amongst the undergraduate Muslim students in UNITEN.

Psychology Research and Behavior Management, 2021

The publication deals with the description of selected aspect of young people's mentality, ie their systems of values. The research was conducted four times : in 2003 (325 respondents), in 2008 (379 respondents), in 2013 (368 respondents), and in 2018 (371 respondents) on students of the Bialystok universities. An attempt was made to establish if in the period of the fifteen years between the first survey and the last surveys one could observe changes in the mentality in the desired direction -from the point of view of political transformations -from "collectivism" to "individualism". The way of understanding values was adopted from Rokeach's theory. Methods: The Rokeach Value Survey was used to study the system of values. The comparative analysis of the value preferences indices across all surveys (survey by survey) has not confirmed proposed hypothesis. It has been shown that the value system has changed towards individualism over fifteen years (when comparing surveys from year 2003 and 2018). Contradictory to the expectations, the most individualistic system of values was presented in survey group in 2008, and not in 2018. There was no increase in rates of preference for individualistic values "from study to study". The trajectories of changes in value systems turned out to be much more complex (and thus more difficult to describe).