The study of value orientations among first-year students

Abstract

For the purpose of theoretical and empirical study of the value orientations of students, the psychological and pedagogical literature on the topic of the article was analyzed, and it was found that scientists understand value orientations as one of the most important elements of the personality structure, an integral part of human life experience, they determine the significant and insignificant, essential and unessential for specific individual. The empirical study was conducted in three stages in three stages: search and preparatory, experimental, control and generalizing, 87 first-year students of the Faculty of Psychology participated in it. Two methods were used: “Value orientations” by M. Rokich and “Diagnostics of the real structure of value orientations of personality” by S. S. Bubnov. According to the results obtained by the method of “Value orientations” by M. Rokich, values such as “health” and “honesty” are the most significant for the subjects – 70 %; “public recognition”, “courage in defending one's opinion” and “love” – 67 %, “financially secure life” – 60 %; “productive life”, “self-confidence”, “entertainment” and “self-control” – 57 %; “cognition”, “beauty of nature and art” and “responsibility” – 50 %. The last places are occupied by “intransigence to shortcomings in oneself and others” – 80 %, “high demands” – 73 %. According to the results of the methodology “Diagnostics of the real structure of value orientations of personality” by Bubnov S. S. the leading value orientations for students are such values as “pleasant pastime, rest” – 60 % (18 people), “help, mercy to other people” – 57 %, “health” – 50 %. The list of values with an average level of significance included “love” – 67 %; “pleasant pastime, rest” and “communication” – 60 %; “social activity to achieve positive changes in society” and “high social status” – 50 %. Thus, a large part of students consider such values as “love” – 67 % and “financially secure life” – 60 % as significant. The data obtained made it possible to draw up the necessary methodological recommendations for students and teachers on the development of value orientations.

Keywords

• values
• value orientations
• first–year students
• development
• methodological recommendations