TY  - THES
A1  - Hofmann, Nadi
T1  - Value education of youth
N2  - Am Anfang und am Ende des Schuljahres 2000/2001 wurden die Werteprioritäten der Schüler/innen und Lehrer/innen an acht verschiedenen Schulen gemessen. Mit dieser Studie wurde das theoretische Modell einer universellen Struktur menschlicher Werteprioritäten (Schwartz, 1992) erneut bestätigt. Zu beiden Messzeitpunkten ergaben sich gleiche Geschlechtseffekte wie auch ähnlich hohe positive Zusammenhänge zwischen Religiosität und Schulbindung. Die Schüler/innen der nicht-religiösen Schulen gaben Hedonism als höchsten, und Tradition als niedrigsten Wert an. In den religiösen Schulen waren Benevolence und Self-Direction die meist geschätzten Werte, während Power die niedrigste Priorität besaß. Die Veränderung der Werte Conformity, Hedonism und Universalism ließ sich sowohl durch die Religiosität der Schüler/innen wie auch durch deren Schulzugehörigkeit vorhersagen. Die Veränderung von Power, Tradition, Benevolence und Achievement hingegen wurde primär durch Religiosität vorhergesagt. In drei der vier Schulen korrelierte die Ähnlichkeit der Schüler und Lehrer positiv mit der Schulbindung der Schüler/innen. Die Schüler-Lehrer Ähnlichkeit korrelierte über alle Schulen positiv mit Schulleistung.
N2  - The value priorities of students and teachers were measured at eight different schools at the beginning and the end of the school year 2000/2001. This study once again confirmed the theoretical model of a universal structure of human values (Schwartz, 1992). At both measurement times, similar gender differences, as well as positive correlations between religiosity and school commitment were found. The students from the non-religious schools determined Hedonism as their highest, and Tradition as their lowest value priority. In the religious schools, Benevolence and Self-Direction were the highest values, whereas Power was found to be the lowest value priority. The change of the values Conformity, Hedonism, and Universalism was predicted both through the students′ religiosity and their type of school. The change of the values Power, Tradition, Benevolence, and Achievement, however, was mainly predicted through their religiosity. In three out of four schools the student-teacher similarity correlated positively with the school commitment of the students. Across all schools student-teacher similarity correlated positively with academic achievement.
KW  - Werte
KW  - Werteerziehung
KW  - Werteprioritäten
KW  - Schulen
KW  - Schüler
KW  - Lehrer
KW  - Schulbindung
KW  - Religiosität
KW  - MDS
KW  - Regressionsanalysen
KW  - values
KW  - value education
KW  - value priorities
KW  - schools
KW  - students
KW  - teachers
KW  - school commitment
KW  - religiosity
KW  - MDS
KW  - regression analysis
Y1  - 2002
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-0000926
ER  - 
TY  - JOUR
A1  - Bardi, Anat
A1  - Lee, Julie Anne
A1  - Hofmann-Towfigh, Nadi
A1  - Soutar, Geoffrey
T1  - The structure of intraindividual value change
N2  - Values are assumed to be relatively stable during adulthood. Yet, little research has examined value stability and change, and there are no studies on the structure of value change. On the basis of S. H. Schwartz's (1992) value theory, the authors propose that the structure of intraindividual value change mirrors the circumplexlike structure of values so that conflicting values change in opposite directions and compatible values change in the same direction. Four longitudinal studies, varying in life contexts, time gaps, populations, countries, languages, and value measures, supported the proposed structure of intraindividual value change. An increase in the importance of any one value is accompanied by slight increases in the importance of compatible values and by decreases in the importance of conflicting values. Thus, intraindividual changes in values are not chaotic, but occur in a way that maintains Schwartz's value structure. Furthermore, the greater the extent of life-changing events, the greater the value change found, whereas age was only a marginal negative predictor of value change when life events were taken into account. Implications for the structure of personality change are discussed.
Y1  - 2009
UR  - http://www.apa.org/pubs/journals/psp/index.aspx
U6  - https://doi.org/10.1037/A0016617
SN  - 0022-3514
ER  -