Methodology for determining value orientations by M. Rokeach

In the 20th century there lived such a famous American psychologist as Milton Rokeach. He devoted almost his entire career to the study of social and personal values. Although Milton started out as a psychiatrist. But he is known as the developer of a unique concept of value orientations of the individual. And this Rokeach technique is very famous all over the world. As well as a test based on it. However, first things first.

General provisions

Rokeach’s methodology is built around the idea that value is a stable belief in the fundamental preference of something specific (worldview, way of existence, purpose of life, etc.). However, the psychologist also suggests that there are not so many of them.

Milton divided them all into two types - terminal and instrumental. The first include beliefs that the ultimate goal of every person’s existence is truly worth trying to achieve.

The second type of values ​​is called instrumental. These, in turn, are beliefs concerning the fact that a certain personality trait or way of acting always and in any situation remains a priority.

That is, the first type affects the goals of individual existence, and the second – the methods of achieving them and courses of action.

Theoretical basis

The system of value orientations determines the substantive side of a person’s orientation and forms the basis of his relationships to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life, the basis of his life concept and “philosophy of life.”

The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values. The latter circumstance makes many authors doubt the reliability of the technique, since its result strongly depends on the adequacy of the subject’s self-esteem. Therefore, it is advisable to support the data obtained using the Rokeach test with data from other methods.

M. Rokeach distinguishes two classes of values:

• terminal - beliefs that the ultimate goal of individual existence is worth striving for;
• instrumental - beliefs that a certain course of action or personality trait is preferable in any situation.

This division corresponds to the traditional division into values-goals and values-means.

Specifics

Rokeach’s technique also involves analyzing values ​​and dividing them into groups, which is logical, since all beliefs relate to certain areas of life. Accordingly, there are values ​​of personal life and professional self-realization, financial (material) and spiritual. The instrumental type mentioned above includes beliefs regarding communication, ethics, business, altruism, self-affirmation, and other people.

Rokeach's technique, as practice shows, is interesting and effective. Its advantage lies in its versatility, efficiency and convenience. You can “examine” a person with its help very easily, as well as process the results. And the lists of values ​​(otherwise called stimulus material) can be varied, and the instructions can be changed.

True, some also highlight disadvantages. These include social undesirability and the likelihood that the person agreeing to the test will be insincere.

How is the research conducted?

So, what M. Rokeach’s technique is is clear. How does the test itself work?

A person is offered two lists containing values ​​(instrumental and terminal). 18 each. In principle, it doesn’t matter in what form. They are usually provided on A4 sheets in the form of a list or on cards.

When a person has received the material, he is given the task of assigning a number to each value. First he needs to deal with the terminal list, and then with the instrumental one.

Psychologists, who usually conduct such tests, can ask questions that bring them closer to the subject's preference system. They are often interested in how the values ​​are realized in his life. They usually answer as a percentage. They may also ask how a person would arrange the cards 5 or 10 years ago. Or how people close to him would distribute them. Questions may entail other, more personal questions, so it is very important that testing is voluntary and, preferably, conducted face-to-face.

Psychodiagnostics. Methodology “Value Orientations” by M. Rokeach

METHODOLOGY “VALUE ORIENTATIONS” (M. Rokeach)

The system of value orientations determines the substantive side of a person’s orientation and forms the basis of his relationships to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life activity, the basis of his life concept and “philosophy of life”

The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values.

M. Rokeach distinguishes two classes of values:

terminal - beliefs that the ultimate goal of individual existence is worth striving for;

instrumental - beliefs that a certain course of action or personality trait is preferable in any situation.

This division corresponds to the traditional division into values-goals and values-means.

The respondent is presented with two lists of values ​​(18 in each), either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material delivery gives more reliable results. First, a set of terminal values ​​is presented, and then a set of instrumental values.

Instructions: “Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as principles that guide you in your life.

Study the table carefully and, having chosen the value that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all remaining valuables. The least important one will remain last and take 18th place.

Develop slowly and thoughtfully. The end result should reflect your true position."

When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, “concrete” and “abstract” values, values ​​of professional self-realization and personal life, etc. are distinguished. Instrumental values ​​can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; values ​​of self-affirmation and values ​​of acceptance of others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. The psychologist must try to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent’s value system is unformed or even the answers are insincere.

Application of methods for studying value orientations.

1. Individual diagnostics.

For this purpose, the technique can be used as an auxiliary one, complementing the data obtained using TAT and other multilateral diagnostic methods.

When analyzing the individual hierarchy of value orientations, you should pay attention to how individual values ​​are grouped by the subject into meaningful blocks. As a rule, an individual hierarchy is “a sequence of “blocks” that are fairly well delimited from each other. Values ​​can be combined into such blocks for various reasons. Here are some examples for terminal values. Often concrete life values ​​(health, work, friends, happy family life) and “abstract” values ​​(cognition, development, freedom, creativity, etc.) are grouped together. It is possible to combine the values ​​of professional self-realization (interesting work, productive life, creativity, active life) and personal life (health, love, having friends, entertainment, happy family life). There is a combination of individual values ​​(health, creativity, freedom, active life, entertainment, self-confidence, financially secure life) as opposed to the values ​​of interpersonal relationships (having friends, a happy family life, the happiness of others). It is possible to combine active values ​​(freedom, active life, productive life, interesting work) and passive values ​​(the beauty of nature and art, self-confidence, knowledge, life wisdom). Instrumental values ​​can also be grouped on somewhat similar grounds. Here ethical values ​​(honesty, intolerance to shortcomings), values ​​of interpersonal communication (good manners, cheerfulness, sensitivity) and values ​​of professional self-realization (responsibility, efficiency in business, strong will, diligence) can be grouped. Individualistic values ​​(high demands, independence, strong will) can be opposed to both conformist (dutifulness, self-control, responsibility) and altruistic (tolerance, sensitivity, good manners). A group of values ​​of self-affirmation (high demands, independence, intransigence, courage, strong will) and values ​​of acceptance of others (tolerance, sensitivity, open-mindedness) are distinguished. Finally, we can distinguish intellectual values ​​(education, rationalism, self-control) and values ​​of direct emotional perception of the world (cheerfulness, honesty, sensitivity).

Of course, the listed options do not exhaust all the possibilities for the subject to subjectively structure his system of value orientations. The art of a psychodiagnostician is to grasp the individual pattern in each case. Moreover, if not a single pattern can be identified, then we can either talk about the unformed system of value orientations in the subject (in particular, in adolescence and youth), or suspect falsification of answers.

2. Individual diagnostics using additional instructions.

Much additional information can be obtained by comparing the results of ranking according to the standard instruction with the results of ranking according to additional instructions, the specific choice of which is determined by the objectives of the study.

One of the possible additional instructions is the instruction for the “Ideal Self”: “Imagine that you have become the person you dream of being. How would you rank the same values ​​in this case?” A comparison of the results of ranking the list of terminal values ​​according to this and standard instructions (the subjects were young workers and engineers) showed that for the ideal self the importance of such values ​​as active active life, life wisdom, health, productive life, development, happiness of others, creativity increases. . On the contrary, the ranking place of such values ​​as love, a financially secure life, having friends, social recognition, freedom, a happy family life, and self-confidence is decreasing. The same study used one additional instruction:

“Place your Values ​​the way you think most people would.” It is characteristic that the majority of values ​​when ranking according to the standard instruction (real self) occupy a middle position between the place when ranking according to the “most people” instruction and the place when ranking according to the “ideal self” instruction.

A more abstract ideal may also be given: “Arrange your values ​​as a person who is perfect in all respects would do.” In a study conducted on Moscow State University students, of the male subjects, 58% described a perfect man; for the rest, gender did not play a role. Of the female subjects, gender did not play a role for 50%; 40% described a man and only 10% described a woman. In the hierarchy of value orientations, according to such additional instructions, women increase the importance of life wisdom, material security, freedom, independence, intolerance to shortcomings, and efficiency in business; A lower place is ideally given to love, family life, creativity, and work. A similar dynamic is observed in men, in whom, in addition to this, the upward shift also reveals accuracy, rationality, sensitivity, and the downward shift reveals education, responsibility, self-control, strong will, and tolerance. Interestingly, women’s ideas about the ideal man are closer to the value orientations of real men than men’s ideals. Value ideals are very diverse; the generalized value ideals of men and women paint an image of a person who stands firmly on his own two feet, well adapted to social conditions, but without losing his face.

Other additional instructions are possible. For example, you can offer, after a standard instruction, to arrange the values ​​as the subject would have done it 5 or 10 years ago, as well as 5 or 10 years later.

Additional questions after the main test series:

1. In what order and to what extent (fully, partially) are these values ​​realized in your life?
2. How would you arrange these values ​​if you became the person you dream of becoming?
3. How, in your opinion, would an ideal person, perfect in all respects, place these values?
4. Where do you think most people would rank these values?
5. How would you have done it five or ten years ago?
6. In what order do you think you will rank these values ​​in five or ten years?
7. How would people close to you rank these values?

Greater convenience for the subject (and greater accuracy of the results) is provided by the use not of lists, but of sets of individual cards, each of which indicates a certain value. The person sorting the cards is more focused and sees the picture of all the values ​​represented more fully.

Processing the results

The dominant orientation of a person’s value orientations is recorded as the life position he occupies, which is determined by the criteria of the level of involvement in the world of work, family, household and leisure activities. Qualitative analysis of the research results makes it possible to evaluate life ideals, the hierarchy of life goals, values-means and ideas about norms of behavior that a person considers as a standard.

When analyzing the hierarchy of values, you should pay attention to the subject’s grouping them into meaningful blocks on one or another basis.

1. So, for example, among the terminal values ​​there are:

1. "concrete" and "abstract"

1. values ​​of professional self-realization and personal life

1. Among the instrumental values ​​the following stand out:

1. ethical values, communication values, business values

1. individualistic, conformist and altruistic values

1. values ​​of self-affirmation, values ​​of accepting others

The results obtained on identifying value orientations are important:

1. in career guidance for employees when changing profession or place of work;
2. when consulting on career development issues;
3. in the process of diagnosing team cohesion (since the essential signs of teamwork are common goals, values ​​and approaches to the implementation of joint activities);
4. when diagnosing corporate culture, especially its deep level, which includes hidden beliefs, unconscious attitudes and beliefs of employees and management, reflecting the attitude towards the world as a whole, towards the person and towards work. This level is very important to study, as it has a great influence on the actual behavior of employees;
5. when studying the degree of corporate identity influencing employee loyalty;
6. when studying the motivational sphere of employees;
7. when studying and designing standards of behavior in the company;
8. when carrying out work to prevent resistance to change, etc.

For practitioners, it is important to clarify the structure of a person’s value orientations, determine leading values, and diagnose the inconsistency or consistency of professional values. Based on the test results, you can get an idea of ​​the patterns of an individual’s system of value orientations. If patterns cannot be identified, then we can assume that the subject has a contradictory system of values ​​(or insincerity). In this case, it is better to repeat the study and supplement it with data obtained using other methods.

METHODOLOGY “VALUE ORIENTATIONS” (M. Rokeach)

Test date_________________

Last name, first name ____________________________________________________________

Class_____________________________

Request_________________________________________________________________________

List A (terminal values):

List B (instrumental values):

List No. 1

Now we can list directly the concepts that Rokeach’s “Values ​​Orientation” method includes. The first list is thermal. It includes the following concepts:

• Active life.
• Wisdom.
• Health.
• Exciting work.
• Art and nature.
• Love and intimacy.
• Financial wealth.
• Having loyal friends.
• Respect and recognition of other people.
• Opportunity to learn.
• Self-development.
• The ability to live productively (“to make full use of prospects and opportunities”).
• Entertainment and leisure.
• Independence and freedom.
• Happiness in your personal life.
• Opportunity to be creative.
• Self-confidence.
• Other people's happiness.

So these are the 18 values ​​that the terminal list includes. On the cards, their broader definition is usually indicated in parentheses, but this way you can understand what is meant.

List No. 2

But that’s not all that Rokeach’s technique includes. The results are processed by a psychologist only after the person has dealt with each list. And this is what the second, instrumental one includes:

• Accuracy.
• Good manners.
• The ability to enjoy life.
• High demands on people and the world.
• Performance.
• Independence.
• Inability to accept shortcomings (both in yourself and in others).
• Intelligence and education.
• Responsibility.
• Rationalism.
• Self-control.
• Courage, bravery.
• Strong will.
• The ability to show tolerance.
• Broad views, lack of “frameworks”.
• Honesty.
• Hard work and productivity.
• Caring, sensitivity.

As you can see, the lists are fundamentally different. At least because the second list includes concepts related to personal qualities, which often play a role in the process of achieving what was listed in the first.

How to determine the result?

This is an important topic. The results using Rokeach’s method are usually determined by a psychologist, since he also conducts the test. But in general terms it is worth telling how this is done.

So, the test is aimed at studying a person’s values. To better understand the meaning of his actions or actions. The results are determined according to the so-called confidence scale. It is designed to determine how much a person wants his actions to be positively assessed by others. And the higher the result, the more the subject corresponds to the so-called “approved” image. But the critical threshold of the generally accepted test is 42 points. If the results exceed it, then either they are unreliable and the person was dishonest, or a complex person is sitting in front of the psychologist.

But what is taken into account is not the points that a person scored when assigning numbers to values. The psychologist refers to the reliability scale. If a person, for example, gave an “A” to a statement that belongs to a negative scale, then it will be assigned 1 point. Did he mark something that has a negative meaning as one? Then they give him a high five. The scale is very voluminous, but if you wish, you can familiarize yourself with it individually.

Methodology for studying external and internal values ​​of an individual

In Russia, several tools are known for studying individual values: Rokeach’s methodology (terminal and instrumental values), S. Schwartz’s questionnaire (basic human values, representing the universal needs of people), the USDC methods and “Free choice of values” by E.B. Fantalova (internal conflicts in the “motivational-personal sphere”, in universal human values, the “value core” of personality), Morphological test of life values ​​MTZhTS V.F. Sopov and L.V. Karpushina (terminal values), “Diagnostics of the individual structure of value orientations of the individual” S.S. Bubnova (“ideal values”).

The internal content structure of values ​​is determined only in the S. Schwartz test.

10 types of values ​​are classified along two bipolar measurement axes: openness to change (independence, stimulation)–conservatism (security, conformity, traditions); self-exaltation (power, achievements) – self-transcendence (universalism, kindness). Hedonism is associated with both openness and self-aggrandizement.

Modern personality psychology also describes another, theoretically and experimentally developed, structure of values, grouping them along the external-internal axis. This approach is based on the theory of personality self-determination by E.L. Deacy and R.M. Royan. The greater expression of external or internal values ​​is associated with the degree of satisfaction of the basic, original psychological needs of the individual: autonomy (independence and independence), competence (efficiency), - in meaningful interpersonal relationships (Lynch M., 2004; Chirkov V.I., 1996 ). Their satisfaction leads to personal development and psychological health, to the development of internal values ​​of personal growth, affection and love, service to society, and health. Their development is positively influenced by parental support for autonomy, the emotional involvement of parents in the lives of their children, the structure and clarity of requirements for the child, and the participation of children in interesting, developmental activities. Those. the family can contribute to the adequate realization of children’s basic needs and the development of internal values. Research has shown that a higher level of development of a child's autonomy and self-regulation contributes to higher motivation and adaptation at school.

Poor satisfaction of basic psychological needs leads to the development of anxiety, problems with psychological health, and a greater focus on external values ​​of visible well-being (material well-being, popularity, appearance). They focus a person primarily on the attitude of others towards him and the assessment of his significance in the social environment, i.e. to egoistic social self-affirmation (look, that’s what I am!), may be a manifestation of psychological compensation for the difficulties of affirmation in the family. Internal values ​​focus more on the significance of a close other and on the development of the inner personal world, its self-expression in creativity, and on a selfless and aesthetic value attitude towards nature. They are significantly broader and altruistic than external values, and are similar in content to the existential values ​​of A. Maslow, which are an expression of the realized need for self-actualization and love. External values ​​rather express the activity of the underlying levels of his pyramid of needs. The satisfaction of basic needs is negatively affected by the strictly controlling, emotionally cold, indifferent style of relations between parents and teachers towards children, and in any culture. According to D.R. Connell, M. Lynch and V.I. Chirkov, basic psychological needs, external and internal values ​​are found in subjects from different cultures (America, Russia, China, etc.).

The theory of self-determination seems very interesting and constructive. We decided to create the “Value Orientations” methodology , which allows us to study the significance and implementation of external and internal values, conflict and attribution of the reasons for their implementation (Motkov O.I., Ogneva T.A., 2008). It slightly changes the content and composition of values: the internal value of “service to people” is converted into “respect and help for people, responsiveness” (which is somewhat broader); Instead of the internal value of “health” (significant for the vast majority of people), the value “love of nature and respect for it” is inserted. An important internal value “creativity” has been added. Added to the external values ​​are “high social status” (which is somewhat different from fame, since a person with high social status may be little known) and “luxurious life” (excessive desire for the possession of material values ​​and external attributes of a successful, “cool” personality and “beautiful” life). It is recommended to use the technique from the age of 15.

Methodology “Value orientations” var. 2 (O.I. Motkov, T.A. Ogneva)

Instruction 1

: Please rate the significance and degree of implementation of the possible values ​​of your life on the following 5-point scale:

1 2 3 4 5

Very low

Low

Average

High

Very high degree

First you evaluate the significance

characteristics (values) by crossing out one of the five numbers corresponding to the degree of its significance in the “Significance” Scale.
Then evaluate the degree of its implementation
by crossing out the number corresponding to your choice in the “Implementation” Scale. And so on for every characteristic. Please rate all characteristics without skipping. The secrecy of your answers is guaranteed.

Task No. 1

Instruction 2

: Please rate, on the same 5-point scale, the degree of influence of various reasons on the implementation of your possible values. First, the degree of influence of “External circumstances” on the realization of your possible value No. 1 “good material well-being,” by crossing out one of the five numbers associated with your choice in the appropriate column. Then, in the same way, evaluate the influence of the next reason “My natural gifts” on the implementation of this value, and then the influence of “Own efforts”. This is how you evaluate all subsequent values.

Be careful, don’t miss a single reason or value! Maintaining the secrecy of your answers is the duty of the researcher.

Task No. 2

PROCESSING RESULTS

The purpose of the technique:

studying the degree of significance and implementation of value orientations (VO) of an individual, their individual and group structure, conflict and attribution (attribution) of the reasons for their implementation.

STAGE 1 (Task No. 1).

The degree of significance and implementation of external and internal value orientations.

KEY: External values: No. 1, 3, 5, 7, 9 . Internal values: No. 2, 4, 6, 8, 10 .

First, the main indicators of the subject’s value orientations are determined:

1 – Significance of external values ​​(Sr A),

2 – Significance of internal values ​​(Sr B),

3 – Realization of external values ​​(Ср В),

4 – Realization of internal values ​​(Ср Г).

Taking into account the key, arithmetic averages are calculated for each of the four indicators Sr A, Sr B, Sr B, Sr D.

For example, the Significance of external values ​​(Sr A) is determined by the formula: Sr A = Σ (sum of points on the “Significance” scale for Nos. 1z, 3z, 5z, 7z, 9z) / 5 . Those. we divide the sum of points on odd points corresponding to the importance of five external values ​​by 5. Next, we calculate the average for the indicator Sr B - Significance of internal values ​​(on the “Significance” scale for even numbers 2з, 4з, 6з, 8з, 10з ).

In a similar way, we calculate the averages for the indicators Realization of external values ​​SR B and Realization of internal values ​​SR G (on the “Implementation” scale).

STAGE 2 (task No. 1).

Calculation of indicators of conflict in the implementation of values, the difference between the significance and implementation of external and internal central centers, as well as all central centers.

Conflict in the implementation of external central centers : Kvnesh = avg A – avg B.

Conflict in the implementation of internal central centers : Kvnut = cf B – cf G.

Conflict in the implementation of all central centers: = (Kvnesh + Kvnut): 2. Kotot

Approximate levels of conflict in the implementation of values

A high level of conflict in the implementation of any type of AC is the difference between the significance and implementation of values ​​of 1.5 points or more: K ≥ 1.5b. The data of each subject fits into a general table (Motkov O.I., Ogneva T.A., 2008, p. 4).

STAGE 3.

When studying the attribution of reasons for the implementation of values , i.e. subjective assessments of the degree of influence of each of the proposed reasons on the realization of values, Task No. 2 is performed. The influence of the following reasons is assessed

External circumstances

My natural characteristics (physical and psychological) are IVD,

Own efforts (to realize value) – SU.

My natural gifts and My own efforts constitute the internal reasons for the implementation of values, while External circumstances are the external reasons .

We analyze the assessments of the influence of the reasons being studied separately on the implementation of external ( A ) and internal ( B ) COs: A - Nos. 1, 3, 5, 7, 9; B - Nos. 2, 4, 6, 8, 10.

First, we determine the indicator of the influence of the reason “External circumstances” of VO on the implementation of external values ​​A - the average score in the VO column for points A:

VO A = Σ (sum of points on the VO scale for Nos. 1, 3, 5, 7, 9): 5.

Similarly, we calculate the indicator of the influence of VO on the implementation of internal values ​​B:

VO B = Σ (sum of points on the VO scale for Nos. 2, 4, 6, 8, 10): 5.

In the same way, in the corresponding columns, we calculate the indicators of the influence of the causes of MTD and SU on the implementation of external and internal COs: MTD A, MTD B, SU A and SU B.

Then we determine the indicator of the influence of external circumstances of VO on the implementation of all values ​​A + B: the average VO score for all ten values:

VO A+B = Σ (sum of points on the VO scale for Nos. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10): 10.

Similarly, we determine in the corresponding columns the indicators of the influence of the causes of MTD and SU on the realization of all values, i.e. indicators MTD A+B and SU A+B .

The indicator of the influence of internal reasons on the implementation of external values ​​A is the arithmetic average of the indicators MPD A and SU A: Internal PA = (MPD A + SU A): 2.

We correlate it with the indicator of the influence of external causes of VO - with VO A.

Similarly, we calculate the indicator of the influence of internal reasons on the implementation of internal values ​​B: Internal PB = (MPD B + SU B): 2 . We correlate it with the indicator of the influence of external causes of VO on the implementation of internal AO, with VO B.

Next, we determine the generalized indicator of the influence of internal causes of MTD and SU on the implementation of all values ​​A + B: Internal PA + B = (Internal PA + Internal PB): 2 . Let us compare it with the indicator of the influence of external causes on the implementation of all central objectives - with VO A+B.

Normative data of groups according to the “Value Orientations” method (in points)

Note:

Wed A – the significance of external values;

Ср Б – importance of internal values;

Ср В - realization of external values;

Sr G – realization of internal values.

Data on testing the “Value Orientations” methodology

Reliability of the methodology scales

Sample: 22 students of the 2nd higher education of IP RSUH, test-retest method, period between 1 and 2 examinations - 2 weeks, Spearman rank correlation. January 2008

For all four scales of the methodology, we see a fairly high intra-individual stability of the results and high test-retest reliability.

Links to general measures of psychological well-being

According to Deacy and Ryan, Lynch, subjective well-being is experienced more by people with good satisfaction of basic psychological needs and with predominant internal values. A study was conducted of the connection between the severity of indicators of value orientations and the general indicator of psychological well-being (according to the “Psychological Well-Being Scale” test by K. Rieff, adapted from a Russian sample) among 27 students of the 2nd higher education of the Institute of Psychology of the Russian State University for the Humanities. It was found that significant correlations with it are given by indicators of the implementation of both external and internal values ​​of SrV and SrG (respectively ρ = 0.425; p < 0.027 and ρ = 0.436; p < 0.023). Those. The higher the realization of any type of value, the higher the assessment of one’s psychological well-being. In Russia, mental well-being is experienced by adults with higher education in the implementation of both internal and external values. The implementation of values ​​itself turns out to be more important for the experience of well-being, and not their significance and meaningful orientation towards external self-demonstration or self-development and connection with nature.

Realization of external and internal values ​​among students

31 1st year students have dept. Institute of Psychology, Russian State University for the Humanities, 2007, Wed. age 19.1 years, the significance and realization of internal values ​​are significantly higher than those of external COs (according to the Wilcoxon T-test, respectively, T = 32.5; p < 0.00006; T = 1.5; p < 0.000001). We assume that the implementation of internal values ​​depends more on the individual’s own subjective activity than on external factors. Therefore, their implementation among students is significantly higher. Girls rate the implementation of their internal central goals significantly higher than boys (according to the Mann-Whitney U test, p < 0.04). Those. The subjective activity of female students is higher, as is their assessment of the importance of external values ​​(there are no significant differences between female and male students in terms of the significance of internal values). The differences between them can also be explained by the fact that young men are generally more restrained in their assessments of almost all parameters of values. The average data for the F and M students of this group clearly indicate this (Motkov O.I., Ogneva T.A., 2008, p. 8). In terms of the realization of external values, no significant differences were found between girls and boys.

Data on conflict in the implementation of value orientations

In the same group of 31 students, all indicators of conflict in the implementation of the AC are at an average level (0.90 ÷ 1.49 points): Kvnesh = 1.25; Kvnut = 1.04; Total = 1.15. The conflict in the implementation of external central centers is higher than the conflict in the implementation of internal central centers. External central centers are experienced and assessed as more acutely conflicting than internal central centers. This can be seen from the analysis of cases of high conflict, when K ≥ 1.5b. The percentage of such cases in relation to Kvnesh = 41.94%, Kvnutr = 16.13%. This fact can be explained by the fact that in the adolescent group, the realization of external values ​​is just beginning and depends more on external factors - for example, finances and social status of parents, etc. Conflict in the implementation of external values ​​is higher among female students (KvneshZh = 1.31b, KvneshM = 0.9b), which may be due to the fact that they have a significantly higher significance of external values ​​according to the Mann-Whitney U-test than boys (p < 0.05). Girls strive more strongly for material wealth, fame, high social status and a luxurious life than boys.

Types of structure of value orientations

In the thesis work of V.V. Buzyana, 2007, a cluster analysis of data was carried out using the “Value Orientations” method for 112 students in grades 10-11 in schools and vocational schools in the city of Elektrostal Moscow region. Four clusters were identified that define different value structures:

1 – “hyperthymic” structure - uniformly high indicators of the importance of external and internal values ​​(more often among girls);

4 – “hypothymic” structure - all indicators are uniformly low (more often in young men);

2 and 3 are characterized by a pronounced asymmetry of value indicators.

2 – “self-developing” structure – characterized by the predominance of the importance of internal values ​​over external ones, more focusing on self-development, on broad connections with the whole world, and not just with people. Our data show the frequent occurrence of this ratio among students, high school students, and businessmen.

3 – “self-presenting” structure - the predominance of the significance of external values ​​over the significance of internal ones, more orientation towards presenting oneself to others and on the external assessment of oneself by others. Does not occur in students and high school students. Identified only among middle managers, salespeople and hairdressers with low overall personality constructivity.

In the theory of Deacy and Ryan, only asymmetric value structures are described. The existence of a larger number of expressed structures of value orientations among young people is shown.

Literature

• Bubnova S.S. Methodology for diagnosing the individual structure of a person’s value orientations / Methods of psychological diagnostics. Vol. 2. Ed. A.N. Voronin. M., 1994. S. 144 -157
• Buzyan V.V. The relationship between value orientations and lifestyle among gymnasium and vocational school students. Diploma. Job. Scientific director O.I. Motkov. M.: IP RGGU, 2007
• Karandashev V.N. Schwartz's method for studying personal values: concept and methodological guidance. St. Petersburg: Rech, 2004 – 70 p.
• Leevik G.E. Guide to the methodology of studying the value orientations of an individual
  . L.: Knowledge, 1990
• Lynch M. Basic needs and subjective well-being from the point of view of the theory of self-determination / Psychology: Journal of the Higher School of Economics. 2004, T. 1, No. 3, pp. 137-142.
• MASLOW A. Psychology of existence.
  M. Refl-book, Wakler, 1997; 304 p.
• MASLOW A. The far reaches of the human psyche
  . St. Petersburg: Eurasia, 1997
• Motkov O.I. Personality and psyche.
  Essence, structure and development . Samara: Bakhrakh-M, 2008 – 160 p.
• Motkov O.I., Ogneva T.A. Methodology “Value Orientations”, var. 2. M., 2008. See on the websites: https://psychology.rsuh.ru/motkov.htm; [https://www.psychology-online.net/articles/doc-1128.html www.psychology-online.net/articles/doc-1128.html]
• Nalchadzhyan A.A. Attribution, dissonance, and social cognition. M.: Cogito-Center, 2006 – 415 p.
• Fantalova E.B. Diagnosis and psychotherapy of internal conflict. Samara: BahraKh-M, 2001 – 128 p.
• Chirkov V.I. Self-determination and internal motivation of human behavior // Questions of psychology. 1996, no. 3, p. 116-132
• Chirkov V.I., Disi E.L. Connections between the health of students and their life aspirations, the perception of parents and teachers // Questions of psychology. 1999, No. 3
• Schvartz SH Universals in The structure and content of values: Theoretical advances and empirical tests in 20 countries // In MP Zanna (Ed.) Advances in Experimental Social Psychology. – Orlando: FL: Academic. Vol. 25, 1992, pp. 1-65.
• Roccas S., Sagiv L., Schvartz S.H., Knafo a. The Big Five personality factors and personal values ​​// Personality and Soc. Psychology Bulletin, 2002, 28, pp. 789-801.

Interpretations

So, in general, it is clear what Rokeach’s “Value Orientations” method is. Processing the results is the job of a psychologist, but it’s worth talking a little about interpretations. There are several of them.

There is an interpretation of Rokeach’s methodology on life values. If this version of the test is used, then based on its results it is possible to find out what a person considers to be his main goal - self-development, spiritual satisfaction, creativity, social interaction, prestige and respect, achievements and success, wealth and finance, or the preservation of personal individuality and uniqueness.

There is an interpretation based on life areas. The test determines which area is most important for a person - professional, educational, family, social, entertainment or physical activity.

These are the two most common interpretations. However, it is not surprising why they are. One interpretation is aimed at clarifying the inner world of a person. And the other - on his external world and the sphere in which he feels comfortable existing. However, both are inextricably linked.

LiveInternetLiveInternet

Rokeach's methodology Value orientations. (Milton Rokeach test. / Study of value orientations of M. Rokeach. / Value Questionnaire according to Rokeach) allows you to explore the orientation of a person and determine his attitude to the world around him, to other people, to himself, perception of the world, key motives of actions, the basis of the “philosophy of life” "

Take/download the Rokeach Test, free, without registration:

Rokeach's theory. M. Rokeach considered values ​​as a type of stable belief that a certain goal or way of existence is preferable to another. The nature of human values ​​according to Rokeach:

1. the total number of values ​​that are the property of a person is relatively small,
2. all people have the same values, although to varying degrees,
3. values ​​are organized into systems,
4. The origins of human values ​​can be traced to culture, society and its institutions and personality.
5. the influence of values ​​can be traced in almost all social phenomena worthy of study.

M. Rokeach distinguishes two classes of values ​​- terminal and instrumental. M. Rokeach defines terminal values ​​as the belief that some ultimate goal of individual existence (for example, a happy family life, world peace) from a personal and social point of view is worth striving for; instrumental values ​​- as beliefs that a certain course of action (for example, honesty, rationalism) is preferable from a personal and social point of view in all situations. In fact, the separation of terminal and instrumental values ​​produces a fairly traditional distinction between values-goals and values-means.

Instructions:

You will be offered a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as principles that guide you in your life. Study the table carefully and, having chosen the value that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all remaining valuables. The least important one will remain last and take 18th place. Develop slowly and thoughtfully. The end result should reflect your true position.

Test material for studying Rokeach's values.

List A (terminal values): 1) active active life (fullness and emotional richness of life); 2) life wisdom (maturity of judgment and common sense achieved through life experience); 3) health (physical and mental); 4) interesting work; 5) the beauty of nature and art (experience of beauty in nature and art); 6) love (spiritual and physical intimacy with a loved one); 7) financially secure life (no financial difficulties); having good and loyal friends; 9) public recognition (respect for others, the team, fellow workers); 10) knowledge (the opportunity to expand one’s education, horizons, general culture, intellectual development); 11) productive life (maximum full use of one’s capabilities, strengths and abilities); 12) development (work on oneself, constant physical and spiritual improvement); 13) entertainment (pleasant, easy pastime, lack of responsibilities); 14) freedom (independence, independence in judgments and actions); 15) happy family life; 16) happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole); 17) creativity (the possibility of creative activity); 18) self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values): 1) neatness (cleanliness), the ability to keep things in order, order in affairs; 2) good manners (good manners); 3) high demands (high demands on life and high aspirations); 4) cheerfulness (sense of humor); 5) diligence (discipline); 6) independence (the ability to act independently and decisively); 7) intolerance to shortcomings in oneself and others; education (breadth of knowledge, high general culture); 9) responsibility (sense of duty, ability to keep one’s word); 10) rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions); 11) self-control (restraint, self-discipline); 12) courage in defending one’s opinion and views; 13) strong will (the ability to insist on one’s own, not to give up in the face of difficulties); 14) tolerance (towards the views and opinions of others, the ability to forgive others for their mistakes and delusions); 15) breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits); 16) honesty (truthfulness, sincerity); 17) efficiency in business (hard work, productivity at work); 18) sensitivity (caring).

Key, results processing, interpretation.

When analyzing the hierarchy of values, you should pay attention to their grouping into meaningful blocks for different reasons. For example, concrete and abstract values, values ​​of professional self-realization and personal life, etc. are distinguished. Instrumental values ​​can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; the values ​​of self-affirmation and the value of accepting others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. It is necessary to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the individual’s value system is unformed or even the answers are insincere.

It is best to conduct the study individually, but group testing is also possible.

The advantages of the technique are versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantages are the influence of social desirability and the possibility of insincerity. Therefore, the motivation for diagnosis and the voluntary nature of testing play a special role in this case. The technique is not recommended for use for selection and examination purposes. To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can re-rank the cards by answering the following questions.

1. In what order and to what extent (in percentage) are these values ​​realized in your life? 2. How would you rank these values ​​if you became the person you dreamed of becoming? 3. How do you think a person who is perfect in every way would do this? 4. How do you think most people would do it? 5. How would you have done this 5 or 10 years ago? 6. ...in 5 or 10 years? 7. How would people close to you rank the cards?

What else should you know?

The “Value Orientations” method receives mostly positive reviews. Even psychologists note that it is the most developed and reliable. Not surprising, since Milton Rokeach is the founder of the concept of values ​​in principle.

And its effectiveness has been proven. Various studies were carried out - and, of course, young people participated most actively in them: schoolchildren and students. Especially high school students. And most of them put health and family life, friends, love, financial wealth and self-confidence in the first place of terminal values. From the instrumental list, many chose cheerfulness, responsibility, good manners, tolerance and diligence. This choice is not surprising. Moreover, it is correct and predictable. Too global for teenagers? Not at all. Confirmation of this is the saying of psychologist Erik Homburger Erikson. He insisted that young people, in their own way, should be “acrobats.” To be able to lower the crossbar of your childhood with just one powerful movement, jump over it, and grab onto the next crossbar of maturity. And in the shortest possible period of time.

And this is just one example. In fact, Milton Rokeach’s technique is really interesting, effective and efficient. And if you have the desire and the opportunity, it’s worth taking such a test. Alone or with someone - whatever. At least for the sake of interest.

Interpretation of results

The dominant orientation of a person’s value orientations is recorded as the life position he occupies, which is determined by the criteria of the level of involvement in the world of work, family, household and leisure activities. Qualitative analysis of the research results makes it possible to evaluate life ideals, the hierarchy of life goals, values-means and ideas about norms of behavior that a person considers as a standard.

When analyzing the hierarchy of values, you should pay attention to the subject’s grouping them into meaningful blocks on one or another basis.

Groups of terminal values

"Concrete" and "abstract"

Values ​​of professional self-realization and personal life

Groups of instrumental values

Ethical values, communication values, business values

Individualistic, conformist and altruistic values

Values ​​of self-affirmation, values ​​of acceptance of others

The results obtained on identifying value orientations are important:

• in career guidance for employees when changing profession or place of work;
• when consulting on career development issues;
• in the process of diagnosing team cohesion (since the essential signs of teamwork are common goals, values ​​and approaches to the implementation of joint activities);
• when diagnosing corporate culture, especially its deep level, which includes hidden beliefs, unconscious attitudes and beliefs of employees and management, reflecting the attitude towards the world as a whole, towards the person and towards work. This level is very important to study, as it has a great influence on the actual behavior of employees;
• when studying the degree of corporate identity influencing employee loyalty;
• when studying the motivational sphere of employees;
• when studying and designing standards of behavior in the company;
• when carrying out work to prevent resistance to change, etc.

For practitioners, it is important to clarify the structure of a person’s value orientations, determine leading values, and diagnose the inconsistency or consistency of professional values. Based on the test results, you can get an idea of ​​the patterns of an individual’s system of value orientations. If patterns cannot be identified, then we can assume that the subject has a contradictory system of values ​​(or insincerity). In this case, it is better to repeat the study and supplement it with data obtained using other methods.