Sociodemographic characteristics and value orientations in adolescence
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Sociodemographic characteristics and value orientations in adolescence Goran Livazović 1
&
Marina Matić 2,3
# Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract This paper analyses the value orientations of 437 grammar and vocational school students (243 female; 55.6%), and examines gender and age effects on their value orientations. The study included mid-adolescents (9th to 11th grade) and late adolescents (12th grade). The participants’ age ranged from 14 to 19 (M = 2.32, SD = 1.16). A questionnaire consisting of socio-demographic and materialistic, traditional and humanistic value orientation questions was implemented, with satisfactory internal consistence reliability. The theoretical analysis outlines present research problems in defining values. Empirical research results show significant differences between students in terms of materialistic, traditional and humanistic value orientations. Students from grammar schools ascribed a higher degree of importance to materialistic values as opposed to students from vocational schools. Age was not significant concerning materialistic and humanistic values, but was significant for traditional values, as younger adolescent nurture traditional values more in relation to older participants. Gender was significant for materialistic, traditional and humanistic values, as male students assigned higher importance to materialistic values as opposed to female participants. Keywords Value orientations . Adolescents . School . Peers . Age . Gender
Introduction Young people experience cognitive, emotional and physical changes through their pivotal developmental period called adolescence. Their attitudes, behaviours and ideas were observed and researched by a number of authors (see Rokeach 1968; Schwartz 1992) which stated that values should be emphasized primarily as they influence each of the aforementioned aspects. Values, as concepts or standards guiding an individual towards a certain action or Bend state^ (Rokeach 1968, p.16) need to be researched, as they influence an adolescent’s attitude and intended actions. When investigating
adolescent values one is able to provide a broader insight on the organization and importance each individual ascribes to specific values. It is through values research that we not only observe adolescent values, but realise the societal factors surrounding the individual, as well (Ilišin 2011). Parents, teachers and peers represent socialising agents who intentionally or inadvertently shape the value priorities of an adolescent. With regard to the importance of value orientations in adolescence, this study aims to investigate the value orientations in high school students while taking into account their most relevant socio-demographic factors.
Theoretical Background * Goran Livazović [email protected]; [email protected]; [email protected] Marina Matić [email protected] 1
Department for Pedagogy, Faculty of Humanities and Social Sciences, University of J. J. Strossmayer in Osijek, Lorenz Jae
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