Values: 1999 Public Agenda survey: not learning values is the most important problem facing American youth

today Rokeach, 1973. The Nature of Values.

the most important undertaking social scientists should consider as consequences of our value system resonates in every aspect of human life.

Values roughly equal needs Freud: Eros and Thanatos (life and death instinct) Maslow: Hierarchy of 5 basic needs Murray: Psychogenic needs Unlike needs, values involve goodness and badness Definitions of morality vary based on the strength of the need

1.

2.
3. 4. 5. 6. 7. 8.

9.
10.

*Self-esteem - positive self-image & sense of worth *Relatedness - intimate caring connections to others *Autonomy - freely-made choices expressing true self *Competence - successful & capable in facing challenges Pleasure-stimulation - novelty, change, pleasure Physical thriving - good health & vitality Self-actualization-meaning - fulfilling potentials, growth Security - safety, coherence, control in life Popularity influence - feel admired, respected, affect others Money-luxury - money to buy what want, have nice possessions

Operational definition (Rokeach, 1973)

Value: An enduring belief that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite mode of conduct or end-state. Value System: An enduring organization of beliefs

Stable: necessary absolute in becoming part of the value system Variable: influenced by value system, i.e., culture, community, family beliefs

Important ways we express ourselves Parameters for socio-cultural norms Defines good and bad behaviors admirable qualities Regulate behavior total self-conception Shared values reduce conflict; promote empathy Define goals behaviors

Original circumstances Defines self-image Aware

Strongly regarded Values are specific Examine aggregated behaviors

Terminal Values

Instrumental values

Comfortable Exciting Accomplished Peace Beauty Equality Security Freedom Happiness

Inner harmony Mature love Ntl. Security Pleasure Salvation Self-respect Social recognition True friends Wisdom

Ambition Broadminded Capable Cheerful Clean Courageous Forgiving Helpful Honest

Imaginative Independent Intellectual Logical Loving Obedient Polite Responsible Self-controlled

Conservation

Self-transcendence

Openness to experience

Self-enhancement

Power:
Social status Control/dominance over people and resources Values:
Social power Authority Wealth Preserving public image Social recognition

Achievements
Personal success due to own competences, in agreement with social standards
Successful Capable Ambitious Influential Intelligent Self respect

Hedonism
Pleasures and sensory gratifications
Pleasure Enjoying life

Self-direction
Independence of though and decision, creativity, exploration
Creativity Freedom Independence Curious Choosing own goals

Stimulation
Excitement, novelty, life challenges
Daring Varied life Exciting life

Universalism

Understanding, tolerance, caring about welfare of all people and nature

Broad-minded Social justice Equality Peace Beautiful world Unity with nature Inner harmony Protect environment

Benevolence
Caring about well-being of close ones
Helpful Honest Forgiving Loyal Responsible True friendship Mature love

Tradition
Respecting customs Belief that tradition, culture and religion serve individual
Humble Accepting my role in life Respect for tradition Religiosity Moderate

Security
Security, harmony and stability of society and own person
Security National security Social order Clean Reciprocation of favors Sense of belonging Health

Conformity

Inhibition of actions considered socially unacceptable

Politeness Obedience Self-discipline Honor elders

Conservation
Georgia Estonia Slovakia Poland Russia Czech Republic Italy Slovenia Hungary Finland Turkey Malaysia Thailand Brazil

Bulgaria
Portugal

Hong Kong

Mexico Australia
USA Japan Denmark Greece

Israel
China

Self-transcendence (collectivist)

Spain

New Zealand
Germany

Openness for experience

France Switzerland 0

Self-enhancement (individualistic)

Ronald Inglehart two dimensions of values:

materialistic (survival) vs. post-materialistic (ideology) traditional vs. secular-rational authority

81 different countries that represent 85% of population (representative sample vs. convenience sample)

http://www.worldvaluessurvey.org/

There are no significant differences in levels of happiness relative to cultural values. Values are associated with economic and political conditions. Developed nations value autonomy and self-expression along with greater democracy and liberal and secular viewpoints (except U.S.). Values undergo generational replacement. Happiest countries are highly correlated with health (.62), wealth (.52), and education (.51). Values are often not highly correlated with behaviors (aggregated data .50; non-aggregated data .20 - .30); however, the more correlated they are greater life satisfaction.

Values in Action
Conceptual and empirical means of describing positive youth development

Commissioned by the Mayerson Foundation

How can we define concepts like strength and potential? How can we tell if a positive youth development program has succeeded?

Components of Character
Virtues Character strengths Situational themes

Character strength: a disposition to act, desire, and feel that involves the exercise of judgment and leads to a recognizable human excellence or instance of human flourishing (Yearley, 1990, p. 13). Character strengths are pluralthat is, good character comprises a family of positive traits. Character strengths are not segregated mechanisms with automatic effects on behavior; rather, virtuous activity involves choosing virtue for itself and in light of a justifiable life plan, which means that people can reflect on their own strengths of character and talk about them to others. Character strengths can be distinguished from related individual differences such as talents and abilities. The application of these criteria led to identifying 24 different strengths of character.

Values in Action Inventory of Strengths

240 Questions (10 per character strength) Determine individual differences in character strengths on continua Use I always . . . to I never . . Highly reliable across nations (.80) as well as across the U.S. (religiousness is the exception)

VIA Inventory of Strengths for Youth VIA Structured Interview Strengths content analysis

Wisdom Creativity Curiosity Open-mindedness Love of learning Perspective Courage Bravery Persistence Integrity Vitality Humanity Love Kindness Social intelligence

Justice Citizenship Fairness Leadership Temperance Forgiveness/mercy Humility/modesty Prudence Self-regulation Transcendence Appreciation of beauty Gratitude Hope Humor Spirituality

Ubiquitous Fulfilling Morally valued Does not diminish others Non-felicitous opposite Is trait-like

Measurable Distinct Identifiable paragons Identifiable prodigies Absent in some individuals Enabling institutions

Psychometric Data
Reliability: Cronbachs alpha = .70 ( = .70) Test-retest over 4 months = .70 Marlow-Crowne Social Desirability Scale: not significant except: prudence (r = .44) and spirituality (r = .30)

Emotion

Values in Action Inventory of Strengths

Adults and youth demonstrate overall agreement, however, U.S. adults demonstrate more agreement with adults in other countries Gratitude, zest, hope and love have greater associations with life satisfaction Increases in religiousness, hope and love showed increases directly after 9/11 that were not demonstrated in European countries People valued jobs and experiences that more closely reflected character strengths. Some VIA strengths can be used for immoral purposes; however, more strengths equate to more satisfaction. Intellectual abilities (appreciation of beauty, love of learning, creativity, judgment) were associated less with life satisfaction.

Character Education
USDEd, Institution of Educational Sciences (Dietsch,
Bavha, & Zheng, 2005; DeVargas, 1998)

An Ethics Curriculum for Children (Leming, 2000)

Research Questions:
What is the effect of the curriculum on students knowledge and understanding of the character attributes? What is the effect of the curriculum upon students emotional responsiveness and inclination toward behaviors that are consistent with the character trait? What is the effect of the curriculum on students ethical conduct in school?

What proportion of the variance in dependent variables can be accounted for by character-related traits of the classroom?

 Method:

Two school districts (over 900 students) Pre and post tests administered IV: Heartwood curriculum DV:
Ethical understanding Ethical Sensibility Ethical Conduct Ethnocentrism Classroom climate

 Results:

Ethical understanding (1 3 and 4 6) Ethical Sensibility (4 6 in comparison group) Ethical Conduct (1 3 lower; 4 6 higher) Sig. difference in deceit for one school (1 3) Ethnocentrism (1 3)

 What are these changes due to?

Curricular emphasis: engaging students in discussion and activities (10%) Curricular substructure: competence and discipline (greater influence on younger children) Teacher characteristics: setting a clear moral example (21%) Interpersonal relations: mutual respect (9%)

Teacher characteristics: Appear to be very important Curriculum: Is it incorporated into other subjects Character Strengths: Which are best? Biases Rewards: Are they appropriate? Length of time of intervention program