Motivation for emigration, values, wellbeing, and identification among young Russian Jews

Tartakovsky, Eugene; Schwartz, Shalom H.

doi:10.1080/00207590042000100

Cited by 101 publications

(113 citation statements)

References 32 publications

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“…Так, в исследова-нии Е. Тартаковского и Ш. Шварца (2001) было показано, что разные ценности эми-грантов из России были связаны с различа-ющимися типами мотивации к эмиграции [27]. Стратегии аккультурации турецких подростков в Бельгии оказались медиато-рами во взаимосвязи между ценностями и адаптацией.…”

Section: ценности и аккультурация мигрантов и этнических меньшинствunclassified

Assimilation or Integration: the role of self-affirmation values

Ryabichenko

2016

Social Psychology and Society

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This study examines the role of ethnic minorities’ values in preferences for different acculturation strategies. We used Berry’s bidimensional model of acculturation, and Schwartz’s refined theory of 19 basic values. We hypothesized that individual values associate with acculturation preferences of ethnic minorities’. The sample consisted of two groups of adolescents, Russians and Poles, aged from 15 to 21 years old (N = 298). Using k-means clustering we assigned participants in four acculturation clusters: in- tegration, assimilation, marginalization, and separation. Profiles, which correspond to the four Schwartz higher-order values across clusters and groups, were compared through ANOVA measures. The analysis has shown that participants in the assimilation cluster scored significantly higher on Self-Enhancement than participants in the integration cluster. The article was prepared within the framework of the Basic Research Program at the National Research University Higher School of Economics (HSE) and supported within the framework of a subsidy by the Russian Academic Excellence Project '5-100'.

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Section: ценности и аккультурация мигрантов и этнических меньшинствunclassified

Assimilation or Integration: the role of self-affirmation values

Ryabichenko

2016

Social Psychology and Society

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“…Both cognitive-based motivation theories that focus on the concept of goals (Eccles & Wigfield, 2002;Gollwitzer & Bargh, 1996;Locke & Latham, 2002;Pervin, 1989) and more experiential theories that are build around the concept of human needs Doyal & Gough, 1991;Ramsay, 1992) could be relevant to the study of migration motivation. The above-mentioned studies of Tartakovsky and Schwartz (2001) and the research on goal orientations of migrants by Gong (2003Gong ( , 2006 represent some of the recent examples of the application of the current theories of human motivation to study migration motivation. Despite these promising attempts, further efforts are required to narrow the gap between the rich theoretical traditions of motivational psychology and the more limited theoretical base of current research on migration motivation.…”

Section: Motivation To Move Abroad: State Of the Artmentioning

confidence: 99%

“…In particular, they found that emigrants score higher on work orientation and lower on family orientation in comparison to those who stay. Tartakovsky and Schwartz (2001) conducted a study of young Jews planning to move from Russia to Israel and found three emigration motives, specifically, preservation, which refers to physical, social, and psychological security, self-development, which refers to personal growth in abilities, knowledge and skill development, and materialism, which reflects the desire for financial success and wealth. This classification was rooted in Schwartz's (1992) value model.…”

Section: Motivation To Move Abroad: State Of the Artmentioning

confidence: 99%

The role of self-determined motivation and goals for study abroad in the adaptation of international students

Chirkov

Vansteenkiste

Tao

et al. 2007

International Journal of Intercultural Relations

174

126

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Two studies with Chinese international students in Belgium and Canada investigated the role of two motivational factors in students' decision to study abroad: the level of self-determined motivation and the content of their goals. A newly developed questionnaire, the Self-regulation Questionnaire-Study Abroad was used to test the hypothesis that self-determined motivation to study abroad would be more beneficial for students' adaptation outcomes than non-self-determined motivation. This hypothesis was generally supported. Using the Goals for Study Abroad Scale, the two-factor structure of students' goals was discovered. It consisted of a 'Preservation factor', which reflects the goals of avoiding disadvantageous conditions in the home country, and a 'Selfdevelopment factor', which reflects the goal of pursuing good education and better career opportunities abroad. The preservation goals were negatively related with cultural adaptation indicators. The level of self-determination and the goals to study abroad had an independent effect on cultural adaptation of the students. The potential applications of these two motivational parameters to study migration motivation were discussed. r

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“…A tenth value, hedonism, is related to both openness to change and self-enhancement (Schwartz, 1994). This model has been tested empirically and verified in more than 70 cultures worldwide, with individual value types significantly correlated with a range of social outcomes, including intergroup perception (Sagiv & Schwartz, 1995), sexual behavior (Goodwin et al, 2002), and motivation for emigration (Tartakovsky & Schwartz, 2001). …”

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confidence: 99%

Values Following a Major Terrorist Incident: Finnish Adolescent and Student Values Before and After September 11, 2001

Verkasalo

Goodwin

Bezmenova

2006

J Applied Social Pyschol

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The horrific terrorist attacks on the United States on September 11, 2001, left an indelible mark on perceptions of security and threat across the world. This paper uses Schwartz's (1992) value circumplex model to examine value change across matched high school and university student samples in Finland, questioned before and after the World Trade Center (WTC) and associated attacks. In Study 1 (N 5 419), security values of adolescents were higher the day following the WTC attacks than before, but fell back toward pre-attack levels in the subsequent two samples. In contrast, levels of stimulation were lower following the terrorist incidents. In Study 2 (N 5 222), security levels of students were also higher following the WTC attacks, but again were closer to pre-attack levels in a subsequent cohort.The study of values has reemerged as a major topic for social psychological investigation in the past decade, with value systems seen as an important superordinate cognitive structure with considerable implications for individual behavior (Rohan, 2000;Schwartz & Bilsky, 1990). A variety of ecological life circumstancesFincluding political structure, historical experiences, and even climatic conditionsFhas been seen as central to the formation of value priorities (Hofstede, 2001;Schwartz, Bardi, & Bianchi, 2000), with adaptation and change in value priorities taking place through both the reinforcement contingencies offered by life circumstances and the individual's desire to fulfill outstanding deficit needs (Maslow, 1970;Schwartz & Bardi, 1997 Value change is usually seen as taking place over a relatively long time period, typically decades (De Vos, 1997;Hofstede, 2001), with value stability reinforced by occupational class structures that maintain value consistency across generations (Kohn, Naoi, Schoenbach, Schooler, & Slomczynski, 1990;Morgan, Alwin, & Griffin, 1979). Indeed, even when social and political structures undergo radical restructuring, as has been the case over the last decade in Central and Eastern Europe, there has been little evidence of significant value change (Schwartz et al., 2000).However, what happens to values in the short term, following a major traumatic and public event? The systematic study of the consequences of collective trauma following political violence is a relatively new topic of study (Ladd & Cairns, 1996;Raviv, Sadeh, Raviv, Silberstein, & Diver, 2000). Traumatic life events can challenge an individual's assumptive world, undermining implicit but fundamental beliefs and values (Janoff-Bulman, 1989). Clinical studies following terrorist incidents suggest a greater concern for family and personal safety following the witnessing of a terrorist incident (e.g., Applewhite & Dickins, 1997).Raviv and colleagues (Raviv, Raviv, Sadeh, & Silberstein, 1998;Raviv et al., 2000) studied school students' reactions to the assassination of Prime Minister Yitzhak Rabin, both immediately after the murder and 5 months later, as well as responses to a series of terrorist attacks in Israel. Their find...

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Motivation for emigration, values, wellbeing, and identification among young Russian Jews

Cited by 101 publications

References 32 publications

Assimilation or Integration: the role of self-affirmation values

Assimilation or Integration: the role of self-affirmation values

The role of self-determined motivation and goals for study abroad in the adaptation of international students

Values Following a Major Terrorist Incident: Finnish Adolescent and Student Values Before and After September 11, 2001

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