Value Structures among Iranian and British Students

Abstract

Abstract:Values play a very significant role in individuals' lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz's Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations.

Okul Yöneti̇ci̇leri̇ni̇n Okul Yöneti̇mi̇nde Evrensel Değerleri̇ Uygulamalari İle Öğretmenleri̇n Örgütsel Güven Düzeyleri̇ Arasindaki̇ İli̇şki̇

“…Similar findings were found when the literature was examined (Altunay and Yalçınkaya, 2011;Şafak and Sadık, 2015). In the domestic and international studies conducted on different sample groups, there are studies in which primary, middle, high school and university students' attitudes towards universal values are very high and they find universal values very important (Abed and Pakdaman, 2013;Altunay and Yalçınkaya, 2011;Ayvalıoğlu, 1989;Bacanlı, 1999;Boustani, 2006;Durualp and Durualp, 2012;Lindeman and Verkasalo, 2010;Peterfi, 2013;Oishi et al 2005;Uyguç, 2003). The reasons for the different results found in various studies in the relevant literature may be the structure of the data collection tools and the differences between the cultural characteristics of the location where studies are conducted.…”

“…Öğretmenlerin okul müdürlerinde görmek istediği evrensel liderlik değerlerinin ise adalet, donanım, etkili iletişim, motive edicilik, ileri görüşlülük (vizyon), zekâ, dürüstlük, güvenilirlik, ekip kuruculuk, tutarlılık, dinamizm ve kararlılık olması gerekdiğini belirtmişlerdir. Farklı örneklem grupları üzerinde yapılan yurt içi ve yurt dışı çalışmalarda ilk, orta, lise ve üniversite düzeyindeki öğrencilerin evrensel değerlere yönelik tutum düzeylerinin çok yüksek olduğu ve evrensel değerleri çok önemli buldukları çalışmalar yer almaktadır (Abed ve Pakdaman, 2013;Altunay ve Yalçınkaya, 2011;Ayvalıoğlu, 1989;Bacanlı, 1999;Boustani, 2006;Durualp ve Durualp, 2012;Lindeman ve Verkasalo, 2010;Peterfi, 2013;Oishi vd. 2005;Uyguç, 2003).…”