The concept of value orientations of adolescence in the works of domestic and foreign psychologists. Values ​​and ideals in adolescence and young adulthood

Adolescence is a period of transition from childhood to adulthood, awareness of oneself as an adult, the emergence of the desire to be and be considered an adult, and the reorientation of values ​​characteristic of children to the values ​​of the adult world.

The emergence of a sense of adulthood as a specific new formation of self-awareness is the structural center of a teenager’s personality, that quality of his that reflects a new life position in relation to himself, people and the world as a whole. It is this that determines the direction and content of a teenager’s activity, his new aspirations, desires, experiences and affective reactions. Fundamental changes in the personality structure of a teenager determine his particular sensitivity to the assimilation of norms, values ​​and modes of behavior inherent in the adult world. The desire to be independent is growing, conditioned by the entire course of mental development.

Adolescence is a very important period in the development of personal ideals. Ideals become role models, rules by which teenagers try to act.

V.S. Savina notes that the process of forming a person’s own identity is based on personal self-determination, which has a value-semantic nature. The formation of identity, which takes place especially intensively in adolescence, is impossible without changing systemic social connections, in relation to which a growing person must develop certain positions.

Adolescence is characterized as a period of active formation of a system of views on the surrounding reality, views on oneself and other people, acceptance of oneself in a multifaceted world, which constitutes a person’s ideological structure. A particularly strong influence on the development of a teenager’s personality is exerted by the improvement of his self-esteem and self-awareness, where self-esteem acts as a central link in the changes occurring in his mental development, and communication becomes the leading activity. At this age, the formation of the “I-concept”, awareness of oneself as an individual, and turning to one’s inner world occurs. Teenagers are quite sensitive and emotional to their environment.

As a child grows up, he enters a society that has its own unique value-orientation structure, which reflects the originality of the given culture in which he lives, and masters the norms and rules, goes through his own individual path of socialization. All changes that occur at this age have a direct impact on the formation of value and semantic orientations and on the self-determination of a teenager.

The presence of values ​​and meanings push the individual to answer the questions “why?”, “for what?”, “for what?” When choosing this or that type of activity, he should strive to see if he is able to limit himself in some way, give up something, or compromise. Value-semantic orientations represent for a person his individual choice, his path of activity. A person exists and communicates in society, is part of it, therefore society should not stand aside when a person chooses his own path, not imposing his will, but taking the position of a consultant, assistant. This position of the immediate environment and the macroenvironment is especially important in relation to a teenager, to an individual who is at the stage of his formation, development, formation, who is in the stage of self-determination.

The value-semantic sphere is a system-forming factor in the unit of psychological analysis. The process of regulation by an individual of his life is enclosed within the framework of certain restrictions and goes through the formation of motives, meanings and values, which in their unity perform determining and regulating functions. The difference is observed only in the predominance of one or another source of personal activity. In the systemic-structural organization of the value-semantic sphere and regulation, differentiation and integration predominate, the psychological integrity of which ensures the implementation of certain regulatory functions, which precisely constitutes the psychological mechanism for changing the value-semantic sphere.

The formation of a value structure in adolescence is determined by the specific developmental situation characteristic of this period.

In adolescence, a stable circle of interests begins to form, which is the psychological basis of the value orientations of adolescents. There is a switching of interests from the particular and concrete to the abstract and general, and there is an increase in interest in the issue of worldview, religion, morality and ethics. Interest in one’s own experiences and the experiences of other people develops. Most often, this is the period of transition from childhood to adulthood and the associated need for self-determination and choice. life path after graduation, it is complicated by the fact that for high school students the problem of forming self-awareness (central new formation) remains relevant adolescence) .

In adolescence, in the process of communicating with others, a person constantly finds himself in situations that require him to make one decision or another. Making a decision means choosing from possible options. There is a need to consider and evaluate possible alternatives - mainly in the sphere of determining one’s value orientations and life positions. However, values ​​have not yet been established and are tested by the practice of one’s own behavior and the actions of others.

The social development of a person occurs throughout life and in different social groups. Family, kindergarten, a school class, a student group, a work collective, a group of peers - all these are social groups that make up the individual’s immediate environment and act as bearers of various norms and values. Such groups, which establish a system of external regulation of an individual’s behavior, are called institutions of socialization.

The family is a unique institution of socialization, since it cannot be replaced by any other social group. It is in the family that the first adaptation period of a person’s social life takes place. Up to 6-7 years of age, the most important thing for a child is the social environment, which shapes his habits, the foundations of social relationships, and the system of values. During this period, the child’s system of relationships towards himself, others (attitudes towards loved ones and towards people in general), and various types of actions is determined. It is in the family that children acquire their first interaction skills, master their first social roles, and comprehend their first norms and values. Subjective value judgments are formed, determined by significant relationships, character is formed, norms are learned, social qualities develop. In all cases of improper upbringing, social adaptation is disrupted. On the other side positive influence family contributes to the successful socialization and social adaptation of the individual not only in childhood, but throughout life. The positions that parents form in a child in the system of social relations subsequently determine the lifestyle and life plan, which E. Berne called the life script.

The family-specific intimate nature of interpersonal communication contributes to the formation of a complex of moral feelings and experiences. The special role of the family in education is also determined by the fact that its influence on the child begins from early childhood, when he is most receptive. Thanks to this, family upbringing has a lasting “consequence”: positive or negative personality traits formed by the family influence the selection of subsequent educational influences at school. What is instilled in a person in childhood, one way or another, affects him throughout his life. “The family not only educates itself, but also “fertilizes” or, conversely, depletes the soil for subsequent public education.” The most stable are the personal qualities associated with the development of the emotional sphere and relationships with other people. Formed from childhood, through the example of relationships with the parental family, they remain in a person for many years and manifest themselves in interpersonal contacts with people in various spheres of life, and especially in relationships with members of the family created by him.

The family is the most important factor in the socialization of the individual and one of the factors in the formation of the value orientations of a teenager.

During adolescence, in the process of communicating with others, the child constantly finds himself in situations that require him to make one decision or another. Making a decision means choosing from possible options. There is a need to consider and evaluate possible alternatives - mainly in the sphere of determining one’s value orientations and life positions. However, during this period, the teenager’s values ​​have not yet been established and are tested by the practice of his own behavior and the actions of others. .

The social environment plays an important role in the formation of many civic and personal qualities in adolescents. At the same time, the family microclimate can provide invaluable assistance in achieving this goal in a timely manner. Priority in the formation of many personality traits belongs to the family environment.

Regardless of any modification, the family is a source of accumulation and stabilization of a person’s physical and spiritual strength; in it, each member of this small group satisfies his vital interests and needs, regardless of age.

During puberty, teenagers pay more and more attention to their appearance. They observe the changes in their body and fluctuations in their experiences with a mixed feeling of curiosity, interest, and sometimes fear.

Trying to integrate these new images and feelings into their emerging gender role, they seek out role models among family members, friends, classmates, and people known through the media.

It is legitimate to distinguish two aspects of adolescents’ acquisition of values: procedural and substantive.

The content component is realized through the acquisition of knowledge about values, norms of behavior, the ability to sympathize and empathize, awareness of the need for certain behavior in accordance with values, readiness to act in accordance with existing knowledge and has a number of features (instability, insufficiency) due to the age characteristics of adolescence.

The procedural aspect includes the stages of adolescents mastering moral values: from knowledge of the semantic content of moral norms and values ​​to implementation in behavior.

Each of these stages depends on the personal significance of a moral value for a teenager, knowledge of its essence, readiness and ability to implement it in behavior, and on the social and pedagogical conditions in which the process of development takes place.

The orientation process presupposes the presence of three interconnected phases that ensure development. The phase of a person’s appropriation of society’s values, as it functions, produces a value attitude towards the world - the “Image of the World”, which integrates value relations into the hierarchical system of value orientations of the individual. Conversion phase , based on assigned values, it ensures the transformation of the image of “I”, which develops into the interaction “I am real” - “I am ideal” - “life ideal”. The design phase is the final one, ensuring the formation of the individual’s life perspective as a criterion of orientation [27].

To determine the effectiveness of the formation of value orientations N.N. Ushakova identifies the following criteria:

1. Knowledge of values. The result here is the ability to form value orientations. The concept of values ​​is considered mastered if the teenager has fully mastered the content of the concept, its scope, knowledge of its connections, relationships with other concepts, as well as the ability to operate the concept in solving practical problems.

2. Differentiation of values ​​- the ability of adolescents to make value choices.

3. The effectiveness of value orientations.

So, the system of value orientations forms the basis of relationships to the world around us, to other people, to oneself, and the basis of a worldview. The family is the most important factor in the socialization of the individual and one of the factors in the formation of the value orientations of a teenager. In early adolescence, children’s values ​​have not yet been established and are tested by the practice of their own behavior and the actions of others.

Conclusions on the first chapter

value orientation teenager family

As a result of a theoretical analysis of the value orientations of teenage boys and girls, the following conclusions can be drawn:

1. Value orientations are a complex socio-psychological phenomenon that characterizes the direction and content of an individual’s activity, which is integral part a system of personal relationships that determines a person’s general approach to the world, to himself, giving meaning and direction to personal positions, behavior, and actions.

2. Adolescence is a period of transition from childhood to adulthood, awareness of oneself as an adult, the emergence of the desire to be and be considered an adult, the reorientation of values ​​characteristic of children to the values ​​of the adult world.

3. The system of value orientations forms the basis of relationships to the world around us, to other people, to oneself, and the basis of a worldview.

4. Family is the most important factor in the socialization of an individual and one of the factors in the formation of a teenager’s value orientations.

5. In early adolescence, children’s values ​​have not yet been established and are tested by the practice of their own behavior and the actions of others.

6. The effectiveness of the formation of value orientations of adolescents is determined by the following criteria:

· knowledge of values ​​- the teenager has fully mastered the content of the concept, its scope, knowledge of its connections, relationships with other concepts, as well as the ability to operate the concept in solving practical problems;

· differentiation of values ​​- the ability of adolescents to make value choices;

· effectiveness of value orientations.

Introduction

3. System of value orientations of adolescents

3.1 Intellectual and educational values

3.2 Moral and cultural values

3.3 Political values

3.4 Family values

Conclusion

List of used literature

Introduction

The system of value orientations, being a psychological characteristic of a mature personality, one of the central personal formations, expresses a person’s meaningful attitude to social reality and, as such, determines the motivation of his behavior and has a significant impact on all aspects of his activity. As an element of the personality structure, value orientations characterize the internal readiness to perform certain activities to satisfy needs and interests and indicate the direction of its behavior.

The problem of the formation of value orientations is addressed in the works of classics of foreign and domestic science, who in their theories rely on the concept of personality, since value orientations are closely related to it, as well as to the study of human behavior and motives. In the works of T.N. Malkovskaya, Z.I. Ravkina, V.V. Serikova and others examined the essence of moral values ​​and value orientations, their place in the structure of personality.

Modern psychologists, philosophers and sociologists N.S. Rozov, B. Schleder and others also address the problem of the formation and development of a person’s value orientations, considering them as a component of the personality structure, characterizing the direction and content of an individual’s activity, determining a person’s general approach to the world, to himself, giving meaning and direction to personal positions, behavior, actions.

In adolescence, a stable circle of interests begins to form, which is the psychological basis of the value orientations of adolescents. There is a switching of interests from the particular and concrete to the abstract and general, and there is an increase in interest in the issue of worldview, religion, morality and ethics. Interest in one’s own psychological experiences and the experiences of other people develops.

The problem of the formation and development of value orientations in adolescents is relevant today. Relevance This topic is determined by socio-economic transformations, reform of the education system, on the one hand, and the increase in the number of crimes among teenagers who drink alcohol, and the deformation of values ​​among teenagers, on the other.

Object research is the value orientations of modern teenagers. Item– formation and development of various types of value orientations.

Goal of the work– to identify the essence and content of the characteristics of value orientations in adolescence. To achieve this goal, it is necessary to solve the following tasks:

Study the concepts of “value orientations” from a historical perspective;

Study the process of formation of value orientations;

Determine the system of value orientations and its main elements;

Study the types of value orientations.

1. Definition of the concept of “value orientations” in the historical aspect

Value is the idea of ​​what is sacred for a person, a team, society as a whole, their beliefs and ideas expressed in behavior. In a narrow sense, value refers to requirements, norms that act as a regulator and goal of human relations and activities. We can say that the level of cultural development of a society and the degree of its civilization depend on values.

Closely related to the concept of value is the concept of “value orientation,” which was first used in American sociology, in particular by T. Parsons. Value orientation is an individual and group ranking of values, in which some are given greater importance than others, which influences the choice of goals and means of achieving them. Value orientations are the most important element of a person’s consciousness; moral, aesthetic, legal, political, environmental, economic, worldview knowledge, ideas and beliefs are refracted in them.

The importance of values ​​in the life of the individual and society was recognized by ancient philosophers. Attempts have been made to formulate questions relating to the sphere of human value orientations: does supreme happiness exist? What is the meaning of human life? What is truth? What is there to love and what to hate? What is beauty? Philosophers have noted the contradictory nature of value: beautiful things can provoke a person to commit a crime; beautiful words- to hide unseemly intentions, and beautiful appearance is spiritual ugliness.

The category “value orientation” is the focus in which the points of view of industries converge scientific knowledge to the individual. All the basic concepts that have been developed in philosophy, sociology, social psychology, pedagogy.

Value orientations are the most important component of a person’s consciousness, significantly influencing perception environment, attitude towards society, a social group, and a person’s ideas about himself. As an element of the personality structure, they reflect her internal readiness to take action to satisfy her needs and goals, and give direction to her behavior in all areas of activity.

The specificity of value orientations is that this category is most closely related to the behavior of the subject and controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value concepts that express the subjective attitude of an individual to the objective conditions of life, actually determine a person’s actions and actions, and manifest and reveal themselves in practical behavior. Value orientations are a core, basic characteristic of a person, a social property of a person.

The ancient Greek philosopher Heraclitus considered the whole world to be the main value, which he considered as a living organism. He considered man to be the measure of all things. According to Heraclitus, only God stands above him. Democritus considered a wise person to be the highest value. Socrates defined such ethical concepts as “justice”, “valor”, “happiness”, “virtue”. A person does not achieve happiness not because he does not want it, but because he does not know what it is. The thesis “No one makes mistakes voluntarily” emphasizes the value of knowledge that allows one to distinguish real good from that which is not. Aristotle believed that in addition to material benefits, there are those that are outside the body and soul - honor, wealth, power. However, he considered spiritual good to be “the highest.”

Most modern authors define value orientations as an individual’s attitude toward certain social values ​​determined by the social nature of human existence. They are more mobile, changeable, and are under the direct influence of people. Among them there are values ​​of universal human significance (production, social relations, labor, discipline, education, morality, etc.). They appear as the living conditions of people, their methods of action, which must be transmitted, consolidated and learned by subsequent generations.

Philosopher A.N. Maksimov believes that value is the primary form of an object of reality, in which it appears to consciousness through a person’s value attitude towards this object. He is convinced that “a meeting with any object immediately presupposes the inclusion of an evaluation mechanism, a value attitude.”

P.I. Smirnov argues that “any material or ideal phenomenon that has meaning for a person for whose sake he acts, spends his energy, for whom he lives” is considered a value. The scientist emphasizes that a person realizes his potential only with the support of value orientations and the object remains the same - the behavior of the person, and through it - life itself.

Value orientations concentrate the level of a person’s aspirations, ideas about moral values, readiness or unwillingness to act in accordance with moral norms and rules. Value orientations are a self-regulating mechanism of individual behavior.

There is a definition of value orientations as a system. The value orientations of today's younger generation are a system of values ​​of a historical subject who finds himself in the conditions of a “turn in time.” Value orientations represent a system of value relations of an individual not to individual objects and phenomena, but to their totality, which determines the individual’s orientation towards certain types of social values. IN modern conditions The process of forming the value orientations of the younger generation takes place against the backdrop of reforming society itself. These changes lead not only to changes in the system of economic relations, but also most directly affect the spiritual climate, interpersonal connections and relationships.

2. Formation of value orientations in adolescents

Problems related to human values ​​are among the most important for the sciences involved in the study of man and society. This is caused, first of all, by the fact that values ​​act as an integrative basis both for an individual individual and for any social group, nation and all of humanity as a whole.

Value orientations are the most important component of a person’s consciousness, significantly influencing the perception of the environment, attitude towards society, a social group, and a person’s ideas about himself. As an element of the personality structure, they reflect her internal readiness to take action to satisfy her needs and goals, and give direction to her behavior in all areas of activity. The specificity of value orientations is that this category is most closely related to the behavior of the subject and controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value concepts that express the subjective attitude of an individual to the objective conditions of life, actually determine a person’s actions and actions, and manifest and reveal themselves in practical behavior. Value orientations are a core, basic characteristic of an individual, a social property of an individual.

The task of development of adolescence and youth is the formation of a worldview and a holistic picture of the world, in which value orientations act as psychological new formations. Self-determination, the implementation of life choices in the professional and ideological spheres, the formation of personal identity are based on the young man’s orientation in the system of values ​​that reflect the most important priorities of human life. Values ​​and value orientations determine the direction and content of a person’s activity, a person’s conscious attitude to the world and society, to himself and the people around him, giving rise to the meaning and direction of activity and behavior, the position of the person, his choices and actions. Great importance acquires a hierarchy of values ​​and value orientations. The content and structure of the system of value orientations are a purely individual characteristic of the individual, but the source of this system is public consciousness and human culture.

The value system goes through a long path of formation and development in the course of assimilation and appropriation of cultural and historical patterns of values ​​in accordance with the needs and interests of the individual. The content of the value sphere that is formed in a teenager can be very diverse. Translation of cultural experience involves interiorization and appropriation of values, their personalization and the formation of a person’s value orientation. The transmission of values ​​can be carried out at various levels of interconnected sociocultural contexts: microsystems, mesosystems, exosystems and macrosystems.

A significant influence on the formation of the value sphere of an individual is exerted by sociocultural determinants: ideology, religion, cultural ideals and norms, customs, traditions, types of management and organization of production social activities, mentality.

Culture sets a system of value concepts that regulate human social and moral behavior and serves as the basis for setting and solving cognitive, practical and personal problems. The appropriation of cultural experience does not occur spontaneously, but requires specially organized activity. M. Bakhtin noted that cultural values ​​are values ​​in themselves, and “living consciousness” must adapt to them, affirm them for itself. Only in this case does “living consciousness” become cultural, and the cultural becomes part of the living

E. Durkheim argued that the degree of organization of a society can be determined through the level of “consensus of values” within a given community. Common values ​​determine the stability of the regulation of interpersonal relationships and structure the desires and needs of group members. Rapid normative changes in society lead to the destruction of the general “sense of values” and disruption of the usual course of life, thereby creating individual forms of disorientation. Sudden and widespread disruption of a way of life leads to imbalance in society and disruption existing systems social stratification (D. Lockwood). From the point of view of E. Durkheim, such phenomena are possible in a situation of ideological, institutional and economic instability, as a result of which the level of “consensus of values” decreases, public agreement on the principle of fair distribution is violated, and “deinstitutionalization” develops.

Violations of the value unity of society are reflected in the peculiarities of the value consciousness of the individual, primarily in adolescence and youth as the most sensitive to the development of the value sphere.

The cultural, socio-economic and political characteristics of society largely determine the process of socialization of adolescents and the formation of value and moral consciousness. The influence of socialization institutions such as family, school, and peer groups is mediated by the cultural traditions of society. In a comparative study of the characteristics of the personal development of adolescents in the USA and the USSR, conducted in the 1970s, W. Bronfenbrenner found that the value system of American adolescents differs significantly from the value system accepted in adult society, while among Soviet adolescents there is no such gap observed. A society of peers ensures the assimilation of the requirements and norms of adults rather than contradicts them.

However, modern Russian society demonstrates fragmentation and disunity in matters of values. G. M. Andreeva highlighted the following features of mass consciousness in the modern transforming Russian society: destruction of previous stable socio-psychological stereotypes, changing the hierarchy of values, restructuring the image of the world. Due to the changed way social production and way of life in the mass consciousness, there was a rejection of the unconditional priority of collectivist values, and often their depreciation in favor of individualistic ones. The inconsistency lies in the fact that, although collectivist values ​​have ceased to be leading, individualist values, contrary to the “collectivistic” nature of Russian consciousness, were not accepted by the majority.

Moreover, often the ideas of freedom and human rights acquire a distorted meaning and are understood as permissiveness, the level of legal consciousness and law-abidingness of the individual drops sharply. For Russian society, individualistic values ​​are often perceived as values ​​that exclude selfless love and care, manifestations of altruism.

This is reflected in the value system of modern teenagers.

Research into the value structure of modern adolescents is quite widely represented in psychology. The limitations of the results of such studies are that adolescents are asked to assess the personal significance of values ​​set as reference values, and there is a risk of “leaving behind” other values ​​that are significant for this age. Here are examples of studies of adolescent values.

Within the framework of the proposed approach, values ​​are considered as beliefs or concepts associated with an extra-situational desired final state or behavior of a person, performing the functions of controlling the choice or evaluation of a line of behavior. In the concept of S. Schwartz, the basis of any value orientation is the desired extra-situational goals that vary in degree of significance and encourage a person to act. The system of such goals constitutes a certain motivational type. Based on philosophical and cultural analysis, the results of psychological studies of the value sphere of the individual, literature, the author identifies 10 types of value orientation or motivational types, forming a hierarchy depending on personal significance. S. Schwartz identified the following value orientations (motivational types):

• 1) power - the main motivating goal is to achieve high social status and prestige. The desire to control or dominate other people and resources within a social system;
• 2) achievement - the desire to achieve personal success in a specific activity due to one’s own competence in accordance with social standards and subsequent social approval;
• 3) hedonism - this motivational type is based on a sensual focus on oneself and the desire to get as much pleasure as possible for oneself. Life is seen as a chain of pleasures;
• 4) stimulation (fullness of life experiences) - the main goal is to have new impressions and changes in life. Changes and frequent life choices provide the necessary feeling of novelty and excitement;
• 5) self-regulation (self-direction) - this motivational type assumes autonomy and independence of thoughts and behavior, focus on creating something new, and research interest;
• 6) universalism - expresses the desire for understanding and recognition of all other people, a tolerant attitude towards them and concern for their well-being. Not only the human world is significant, but also the natural world;
• 7) favor (caring) - the main goal is to interact with people who are significant to you and care about their well-being. Contacts are made primarily with those people with whom the person maintains good relationships or is in constant contact;
• 8) traditions - motivational type: respect, acceptance, submission and support of existing traditions and common ideas within a sociocultural and religious group as the basis for the successful functioning of the group;
• 9) conformity - the main goal is to limit actions, impulses and intentions that harm others or deviate from socially accepted norms and expectations;
• 10) security - the basis of this motivational type is the desire to maintain harmony and stability in society, the need for the safety of the individual, family and society.

The identified motivational types are associated with certain forms of behavior and, accordingly, are in dynamic relationships with each other, both opposition and correspondence. Two pairs of opposite relationships between value orientations were identified: the values ​​of conservation and conservatism (security, conformity and tradition) are opposite to the values ​​of change (self-regulation and stimulation); the values ​​of other-orientation and self-transcendence (benevolence and universalism) are opposed to the values ​​of self-orientation and self-aggrandizement (hedonism, achievement and power).

Research conducted in 53 countries, including Russia, discovered the phenomenon of consensus of values, confirming the pancultural universal nature of the development of value orientations among different peoples. The most significant are benevolence, self-regulation, universalism, followed by security, conformity and achievement. The group of less significant motivational types consists of hedonism, stimulation, and in last place - traditions and power. The age specificity of the hierarchy of values ​​is reflected only in the fact that for adolescence (sample of students), compared with adulthood, the value of achievements turns out to be more significant than security and conformity (S. Schwartz, E. P. Belinskaya, V. S. Sobkin).

In a study of the characteristics of value orientations in adolescence and youth within the framework of the concept of S. Schwartz on the material of Russian teenagers - students of Moscow schools, the following hierarchy of value orientations was discovered (from the most significant to the least significant): achievements, self-regulation, benevolence, safety, hedonism, stimulation , universalism, conformity, power, traditions. A comparative analysis of the value orientations of adolescents and the cultural universal nature of the development of value orientations according to Schwartz allows us to see the age-psychological specificity of the hierarchy of values ​​of adolescents. For Russian teenagers and young men, the most significant was the value of achievements and social success, then the values ​​of self-regulation and benevolence (concern for the well-being of others), while benevolence, according to S. Schwartz, turns out to be the most significant, and the value of achievements ranks only 4th place in the hierarchy according to the results of studies conducted in 4.5 countries. The next most important value for Russian young people is the value of security. Hedonism, stimulation, universalism, conformity occupy a relatively low place in importance in the structure of values, and finally, as in the studies of S. Schwartz, the least preferred values ​​are the values ​​of power and tradition. Thus, the structure of value orientations of adolescent and youth samples reflects the peculiarities of social attitudes characteristic of modern Russian society, where personal success is often more significant than concern for the welfare of others. Consensus on the value of self-regulation, e.g. the aspirations of young people for autonomy and independence in thoughts, behavior, position, which occupies a leading place in the hierarchy of motivational types, is associated with solving the most important task of development of these ages - the task of overcoming dependence and acquiring autonomy.

One can observe a certain dynamics of changes in value orientations from adolescence to adolescence: there are both similarities and differences in the structure of value orientations. For both age groups, the most important thing is social success and achievements, and the least important are traditions and power. For the youth group, the value of self-regulation is of greater importance: the values ​​of self-direction and achieving autonomy turn out to be almost as significant as social success and achievements, and for schoolchildren the value of self-regulation and autonomy occupies a lower level in the hierarchy of values, along with security, hedonism and stimulation. The increasing importance of autonomy in adolescence indicates that personal success and achievements begin to be associated in the minds of boys and girls with their own independence, autonomy and activity. It can also be noted that with age, a greater focus on change appears as opposed to conservation values. This can be partly explained by the insufficient level of development of independence and competence of adolescents and their anxiety about social instability and unpredictability of the world, which, against the background of the desire for something new and the restructuring of the previous system of relations, maintains a high level of need for security and a certain commitment to conservatism.

It is possible to identify gender differences that combine both traditional masculine and feminine value preferences, as well as less expected ones. A greater preference for benevolence values ​​(protection and concern for the well-being of people with whom one is in frequent personal contact) can be considered typical for the female sample. This is revealed in the high importance of such instrumental values, acting as personality characteristics (M. Rokeach), such as helping, honest, forgiving, loyal, responsible. The value of security - a sense of security, harmony and stability of society, manifested in the high importance of family security, high national security, confidence in the social order, mutual assistance and the importance of people to each other, was also quite predictably higher among girls. Interestingly, the values ​​of self-regulation among girls turned out to be more significant than among boys. This reflects the fact of earlier autonomy of personality in adolescence and young adulthood in the female sample. Perhaps this is explained by the earlier acquisition of maturity by girls in the form of external and, possibly, intellectual and moral maturity (according to D. B. Elkonin), due to higher standards and expectations set by society for the behavior and achievements of girls. This assumption is also consistent with the great importance for girls of the value of stimulation as a desire for something new, changes and changes in life, and the search for new experiences. On the other hand, changing the place of women in society and revising the content of gender roles in favor of more active participation of women in production and social activities, changing the family as a social institution can be considered as a factor in changing the value sphere of women. Girls also demonstrate a greater readiness for development and change than boys, and the priority of the goals of self-overcoming as readiness for care and self-development, compared to boys. Gender differences reflect the retention by the female sample of preferences for traditionally feminine priorities - favor and security, along with a pronounced tendency to be open to new experiences of self-development, i.e. preference for self-regulation and stimulation.

Thus, the structure of value orientations of modern Russian teenagers and young men is distinguished by a pronounced orientation towards achievements and personal success, with a decrease in the importance of benevolence (concern for the well-being of other people and society). This is at odds with the model of a universal value structure proposed by S. Schwartz. The change in the structure of values ​​reflects a shift in social priorities in favor of one’s own well-being and individualism versus social interest (A. Adler) and collectivism. The identified trend is also due to the lack of experience of socially useful activities and participation in social youth organizations among modern teenagers. Thus, we have received evidence that the peculiarities of the social situation of development of modern Russian adolescents determine the hierarchy of value orientations of the individual.

Age-related characteristics of the value sphere in adolescence and youth are associated with the solution of the most important development task - overcoming dependence and the formation of personal autonomy. The increasing importance of the value of self-regulation, motivation for change and self-development constitutes a characteristic trend in the development of the value sphere during the transition from adolescence to adolescence. Another trend is the strengthening of value contradictions, where an individualistic focus on personal achievements comes into conflict with a collectivistic concern for social well-being. Resolution of the specified

contradictions are associated with the development of forms of cooperation and cooperation of the individual with other people in significant activities.

The study by O. A. Tikhomandritskaya showed that for modern Russian teenagers the most significant are “universal” values ​​(freedom, health, love, friendship) and values ​​associated with achieving well-being and meaningfulness of one’s own existence (fullness of life, meaningfulness of existence, success , professionalism, dedication, etc.). The least significant were spiritual values, values ​​of conformity and tradition (spirituality, piety, religiosity, obedience, moderation, humility, traditions, etc.), as well as the values ​​of “power” (power, social power). In general, the most significant values ​​for modern high school students are the values ​​of changing the individual and society and individualistic values ​​aimed at achieving personal interests. Less significant, accordingly, were the values ​​of “preservation”, aimed at the stability and immutability of society, and the values ​​expressing the interests of the group, society (collectivistic values). The features of the hierarchy of values ​​reflect, according to the author, both the actual age-related tasks and new formations of early youth - self-determination, the formation of a worldview, and the features of modern society - lack of stability, focus on change, focus on individualism. Another example of studying the characteristics of the value structure of adolescents is the study of V. S. Sobkin and N. I. Kuznetsova.

The value of this study stems from the presence of two measurements, which were carried out in 1991 and 1996. This organization of the study allows us to study the dynamics of the value structure of adolescents in different sociocultural conditions. In 1991, adolescents ranked a happy family life (73% of respondents), achieving material well-being (57%) and successful professional activity (49%) as highly important life values. Values ​​of medium importance include full communication with people (34%), development of one’s abilities (25%), raising children (24%). The group of low-value values ​​included self-knowledge (13%), full involvement in culture (8%), and a successful political career (3%). Let us note that for girls, values ​​are of greater importance than for boys. family life and raising children. Comparison of 1991 and 1996 results. allows us to identify the dynamics of changes in ideas about life values: while maintaining the general hierarchy of values, a decrease in the frequency of choosing many values ​​is observed. Thus, the value of family life, while remaining in 1st place in terms of frequency of choice, loses its significance from 73% in 1991 to 60% in 1996, successful professional activity- from 49 to 42%, full communication with people - from 34 to 24%, development of one’s abilities - from 25 to 18%. Let us note that the importance of the value of material well-being turns out to be quite stable (57% in 1991 and 53% in 1996). There has been a sharp decline in the importance of family life for girls (from 84% in 1991 to 66% in 1996). Thus, we can say that while maintaining the general hierarchy of values, there is a significant “compaction” of results - it becomes more difficult for adolescents to choose one dominant value.

As part of cross-cultural studies of life values, it was shown that Moscow and Amsterdam teenagers differ in the priority orientation of Moscow teenagers towards achieving material well-being and family (housekeeping and raising children), and Dutch teenagers - towards communication with people and going beyond intra-family communication.

The value oppositions (contradictions) also turned out to be different: for Moscow teenagers, the opposition of values ​​“political career - introduction to culture” (“politics - culture”) turned out to be significant, for Amsterdam teenagers - “social achievement - introduction to spiritual values” (“sociality - spirituality” ), which, according to the authors, essentially seems to be the same thing. The main difference lies in the high significance of the value opposition “focus on self-development - concern for others” for Dutch adolescents, while its low significance for Russian adolescents.

In a comparative Russian-Finnish study carried out by employees of the Department of Social Psychology of the Faculty of Psychology of Moscow State University named after M.V. Lomonosov, it was shown that the following values ​​are the most significant for Finnish schoolchildren and less significant for Russian ones: helping those suffering, nature conservation, peace on earth, creativity, close communication. And, conversely, the values ​​of an active, interesting and exciting life turned out to be more significant for Moscow and less significant for Helsinki schoolchildren; material well-being; social approval, respect and admiration.

Cross-cultural research allows us to identify not only the features of the hierarchy of values ​​associated with the specifics of cultural conditions, but also general trends in the development of values ​​associated with patterns social development. A comparative study by R. Ingelhart, conducted by him in 1970 and 1989. in six European countries - England, France, Germany (FRG), Italy, Belgium, the Netherlands and the USA, revealed a shift in priorities from materialistic values ​​(physical and economic security, material well-being) towards a preference for post-materialistic values ​​(self-realization, quality of life, etc.). d.). The author associated changes in value priorities with increased prosperity and objective economic security in all countries studied.

Of considerable interest are data on the dependence of the content of the value system of adolescents on the level of cognitive development, in particular, indicators of formal intelligence. Teenagers with a high level of formal intelligence choose values ​​oriented to the long term, as well as “eternal” values ​​that operate on theoretical constructs, such as justice and altruism. Adolescents with low formal intelligence scores are more oriented toward hedonic values, with obvious social approval and quick rewards.

The value orientations of adolescents are reflected in ideals that objectify standards and models for self-development and act as the “ideal form” of development at a given age, and in a worldview that generalizes the adolescent’s picture of the world in a biased evaluative form, defining the place and relationship of a person with society and nature, purpose and the meaning of life.

Ideals in adolescence and adolescence play a large role in the development of self-awareness and personal identity. The emergence of ideals in adolescence is associated with the actualization of the problem of self-determination, the development of self-reflection and the formation of the self-concept. Knowing yourself, your abilities and capabilities occurs through comparing yourself with others. These “others” are most often peers. However, both for adequate self-esteem and for determining the tasks of self-development and self-education, a teenager needs comparison with a model who embodies the desired abilities and personality traits, the functions of which are performed by the ideal. Often the ideals of adolescents are adults, whose comparison allows the teenager to approach the new desired status of adulthood and realize the feeling of adulthood that D. B. Elkonin wrote about. An ideal can be either a specific person or character, or a system of generalized qualities. L.I. Bozhovich wrote that the ideal embodies a certain system of a teenager’s demands on himself, which influences his attitude to external demands. The correspondence of external requirements to the internal ideal promotes their compliance; the discrepancy between the requirements and the ideal reduces the teenager’s willingness to fulfill social demands. We can talk about the meaning-forming nature of the ideal for a teenager, which determines the vector of his development, activity and behavior.

The content of a teenager’s ideals depends on the historical sociocultural conditions of development. At the macro level, each era, its time and environment determines its ideal image of a person, highlighting the most significant features. At the micro level, the characteristics of relationships with peers, adults, and parents contribute to the formation of ideals. The content of an ideal image of a person for a teenager includes characteristics of appearance, personality traits, and behavioral patterns. The ideal image of a person can have varying degrees of differentiation: some characteristics can be very clear, sometimes hypertrophied, convex, others - vague and fluctuating. Taking into account the importance of intimate and personal communication with peers as the leading type of activity in adolescence, the characteristics of the ideal image associated with communication with peers become particularly important.

Changes taking place in society lead to changes in ideals - some heroes (revolutionaries, generals, travelers, discoverers, etc.) are replaced by others (film actors, pop stars, top models, etc.). For example, at the age of 12-13, the ideal for teenagers in 38% of cases are foreign actors and film characters of foreign films and television series, somewhat less often, in 26% of cases, for older teenagers. Note that the image of famous people of the past is the ideal of modern teenagers extremely rarely - only in 6% of cases. It is interesting to see the transformation of the ideal image of a man for young people over the past 20 years: from models of pronounced masculinity (A. Schwazenegger, S. Stallone and other action heroes) to models with pronounced femininity (Shia LaBeouf). The specific content of ideals is associated with many factors: the social environment, the level of education, the education and socioeconomic level of the teenager’s parents, the characteristics of the teenager’s needs, his intellectual abilities, etc. Quite often, the ideals of adolescents, one way or another, are associated with the figures of their parents.

The study by B.V. Kaygorodov shows how, at the age of 10-11 to 14-15 years, the transformation of the ideal occurs: the transition from the ideal - a specific person or hero to the ideal - a generalized image. With age, the structure of the ideal of adolescents changes. Initially, the ideal is presented in the form of an emotionally charged image, acting as an example to follow, a certain standard for evaluating others and oneself. Here the content of the ideal is specific, often associated with a specific hero. It is important that the ideal can perform the function of introducing oneself to other people or social groups. Subsequently, the ideal becomes a regulator of behavior, allows us to capture the motives of activity, being included in sustainable system values, interests, personal attitudes. Then the ideal acts as an integrating basis for the life relations of the individual, its general meaning-forming aspiration. At this stage, ideals of a generalized and specific type predominate (B.V. Kaigorodov, O.V. Romanova).

Worldview is the core individual image world, an important component of a person’s personality. Worldview is a system of structured ideas about the surrounding world, society and man, as well as the patterns of their coexistence, where the image of the surrounding world is connected with the inner world of a person, his self-awareness, self-esteem and self-image. We can talk about the close connection between a person’s worldview and value system, the formation of ideals, and life priorities. It is important that the worldview of each subsequent generation is enriched by the experience of previous generations, and also takes into account specific socio-historical and socio-economic realities.

The formation of a worldview is associated with the presence of the ability for reflection, formal logic, critical understanding of reality, and conceptual thinking. This predetermines the later emergence of a worldview - in adolescence and youth. The development of self-awareness as one of the central new formations of adolescence leads to a revision of past, often mythological, children's ideas about the world, previously perceived and assimilated without proper awareness and criticality.

An interesting model of the process of worldview formation is presented within the framework of the concept of basic beliefs by S. Epstein and R. Janoff-Bulman (1992). The authors believe that during human development, an implicit system of ideas about the world gradually and mostly without proper awareness develops. This implicit system of ideas about the world includes the theory of one's own "I" and the theory of the surrounding world, as well as ideas about the relationship between the "I" and the world. The content of the implicit theory of reality is determined by five basic beliefs, which are cognitive-emotional hierarchically organized representations and meet the basic needs of a person. Basic beliefs influence not only a teenager’s perception and interpretation of the events of the surrounding world, but are also the basis for the conscious formation of a worldview, goal setting and decision-making, making personal choices and building relationships, thereby acquiring key importance in personal development.

One can imagine the positive poles of basic beliefs, the presence of which determines the content of a person’s worldview:

• 1) belief in the goodwill, friendliness of people and the safety of the world around us. The idea that man is good by nature and there is more good in the world than evil; people can be trusted;
• 2) the belief in the justice of the world around us, that the structure of the world gives everyone what they deserve - good and bad events are distributed among people according to the principle of justice, rewarding the worthy and punishing those who deserve it by their behavior;
• 3) belief in one’s own importance, self-worth, which comes from the confidence that a person is worthy of respect and kind treatment. Characterized by a positive self-perception and self-image - the predominance of advantages over disadvantages and a person’s confidence that others respect him and appreciate him;
• 4) belief in the possibility of luck in a favorable turn of affairs: people with a positive worldview more often than others believe that they are lucky in life, favored by luck and fate, they are characterized by optimism and the position of a victim is alien to them;
• 5) the belief that a person is the creator of his life, that the world is ordered and obeys certain laws and, therefore, is controllable, that a person is able to set goals and achieve them, control the events that happen to him, and prevent troubles and misfortunes. Random events, although possible, do not play a decisive role and do not determine a person’s life path.

The image of the world as a holistic idea of ​​reality, nature and society and a person’s place in it in adolescence includes basic components - the image of “I”, the image of significant Others, ideas about family, and a subjective picture of the life path. The development of the image of the world in adolescence occurs in the direction of greater content and realism, the image of “I” becomes more meaningful and differentiated, the subjective life perspective expands by including, in addition to personal, social plans and prospects

.

In a study by I. Burovikhina, it was found that a universal feature of modern Russian teenagers’ ideas about the world is a clear identification of negative aspects, a stable image of “evil,” and positive aspects that make up “happiness.” During age development, adolescents' ideas about the world and family become more clear, structured and meaningful. Identified age characteristics pictures of the world: for younger teenagers it is, first of all, a family in which relationships are determined by mutual care and respect, and for older peers - long-term life prospects for achieving social and personal maturity. In the perception of older adolescents, on the contrary, the family is de-idealized and associated with relationships of pressure, coercion, dependence and cohesion, affection between relatives. This is explained by the fact that the task of autonomy and separation from parents has not yet become an urgent developmental task for younger adolescents. Studying and socially useful activities are the most interesting and significant activities for younger teenagers, and for high school students - self-knowledge and the formation of an independent ideological position.

The development of a system of values, ideals and worldview is a necessary prerequisite for the formation of a person’s civic identity. The formation of civic identity in adolescence is a form of personal self-determination based on the development of self-awareness. Concept of federal state educational standards general education The second generation highlights the formation of civic identity as a key task of the modern educational system. Civil identity is considered as a basic prerequisite for the development of statehood and civil society. Civil identity is an individual’s awareness of his belonging to a community of citizens of a certain state on a general cultural basis that has a certain personal meaning. The structure of civic identity includes four main components: cognitive, value, emotional and activity. The cognitive component acts as knowledge of belonging to a given social community: the presence of a historical and geographical image of the territories and borders of Russia, the history of the country’s development; an idea of ​​one’s ethnicity, mastering national values, traditions, culture, knowledge about the peoples and ethnic groups of Russia; development of the general cultural heritage of Russia and the world cultural heritage; formed™ social-critical thinking and the ability to navigate social relationships, orientation in the system of moral norms and values, environmental awareness and recognition of the high value of life in all its forms; an idea of ​​the socio-political structure of the state; knowledge of the Russian Constitution. The value component determines the significance and modality (positive or negative attitude) of a person’s awareness of belonging to a social community. The emotional component is associated with the acceptance or non-acceptance of a civil community as a membership group, and the experience of this fact. The value and emotional aspects are manifested in love for the Motherland, a sense of pride in the country, and civic patriotism; respect for the history of the country, its cultural and historical monuments; emotional and positive acceptance of one’s ethnic identity; in respect and acceptance of other peoples of the Motherland and the world; in readiness for equal cooperation; in respect of the honor and dignity of the individual; a friendly attitude towards others; respect for family values; in love for nature, optimism in the perception of the world, in recognition of the value of one’s health and the health of others; the formation of the need for self-expression and self-realization, social recognition; formation of positive moral self-esteem and moral feelings. The activity component is associated with the expression of civic identity in the form of participation in the socio-political life of the country, the implementation of a civic position in activity and behavior. This is reflected in the participation of adolescents and young men in the system of school self-government within the limits of age-related competencies, in the implementation of the norms, requirements and opportunities of school life from the perspective of a student; the ability to conduct dialogue on the basis of equal relations and mutual respect; in fulfilling moral standards in relationships; participation in public life and socially useful activities; in the ability to make life plans taking into account specific socio-historical, political and economic conditions.

1.1 The concept of value orientations of adolescence in the works of domestic and foreign psychologists

In early adolescence, great changes occur in the body and appearance of young people associated with puberty; there is a complication of life activities and an expansion of the circle of people with whom a senior student must coordinate his behavior - all this sharply activates value-oriented activity in adolescence, which serves as the most important psychological condition for the emergence and development of life prospects and life self-determination.

One of the new formations of adolescence is professional self-determination; a high school student decides on the choice of profession, and this actualizes the formation of value orientations.

The discovery of the inner world that occurs in early youth is associated with the experience of it as a value. The discovery of oneself as a unique individual is inextricably linked with the discovery of the social world in which this person will live. Youthful reflection is, on the one hand, an awareness of one’s own “I” (“Who am I?”, “What am I?” “What are my abilities?”, “Why can I respect myself?”), and on the other hand, an awareness of one’s position in the world (“What is my ideal of life?”, “Who are my friends and enemies?”, “Who do I want to become?”, “What should I do so that both myself and the world have you gotten better?”). The first questions addressed to oneself are asked, not always consciously, by a teenager. The second, more general, worldview questions are posed by the young man, for whom self-analysis becomes an element of social and moral self-determination. The difficulty lies in the fact that early youth, while creating internal conditions favorable for a person to begin to think about why he lives, does not provide the means sufficient to solve it. It is well known that the problem of the meaning of life is not only ideological, but also quite practical. The answer to it is contained both inside a person and outside him - in the world where his abilities are revealed, in his activities, in his sense of social responsibility. But this is precisely what creates that deficit, which is sometimes very painfully felt in youth. Thus, by closing in on oneself, the search for the meaning of life is, as it were, doomed to remain only an exercise in youthful thinking, which creates a real danger of sustainable egocentrism and withdrawal into oneself, especially among young men with traits of neuroticism or predisposed to it due to the characteristics of the previous development. However, despite all the subjective difficulties, these searches contain a high positive potential: in the search for the meaning of life, a worldview is developed, the value system expands, a moral core is formed that helps to cope with the first everyday troubles, the young man begins to better understand the world around him and himself , becomes in reality himself.

Continuing this thought within the framework of Frankl’s existential psychology, we can say that meanings are categorically the same values, but only individual ones, and, accordingly, values ​​are the same meanings, only generalized. Or, somewhat differently, Frankl identifies meanings with individual personal values, and values ​​themselves with group meanings. This means that professional self-determination, which in early adolescence is grounded in the choice of profession, is associated with the individual values ​​of a high school student.

The system of value orientations acts as a “collapsed” program of life activity and serves as the basis for the implementation of a certain personality model. The sphere where the social turns into the personal and the personal becomes social, where individual value and worldview differences are exchanged is communication. Value is one of the main mechanisms of interaction between the individual and society, the individual and culture. This position is central to the so-called humanistic-axiological approach to culture, according to which culture is understood as a world of embodied values; “the scope of application of the concept of value is the human world of culture and social reality.” Values ​​are generalized ideas of people about the goals and norms of their behavior, embodying historical experience and concentratedly expressing the meaning of the culture of an era, a certain society as a whole, and all of humanity. These are guidelines existing in the consciousness of every person with which individuals and social groups correlate their actions.

For adolescence, in addition to the traditional values ​​of society, a focus on personal communication is of particular importance, therefore, in the formation of a system of value orientations, communication with peers and situations of collision with opposing views and opinions play an important role.

However, the process of establishing a system of value orientations may be slowed down, leading to the emergence of the phenomenon of moral infantilism, which has recently caused concern for an increasing number of psychologists and educators. Adolescence is a period of intensive formation of a system of value orientations that influences the development of character and personality as a whole. This is due to the emergence at this age stage of the prerequisites necessary for the formation of value orientations: mastery of conceptual thinking, accumulation of sufficient moral experience, and occupation of a certain social position. The process of forming a system of value orientations is stimulated by a significant expansion of communication, a collision with a variety of forms of behavior, views, and ideals. The emergence of beliefs in adolescence indicates a significant qualitative change in the nature of the formation of a system of moral values.

The representative of the dispositional direction in personality theory, Gordon Allport, also studied values. He believed that no person falls exclusively under one of the basic value orientations; rather, different people have different combinations of values. According to Allport, these values ​​are better thought of as deeper-level traits. He identified six such traits:

1. Theoretical. A person primarily interested in revealing the truth.

2. Economic. An “economic” person values ​​above all what is useful or profitable.

3. Aesthetic. Such a person values ​​form and harmony most of all.

4. Social. The highest value for the social type is the love of people.

5. Political. The dominant interest of the political type is power.

6. Religious. Representatives of this type are mainly interested in understanding the world as a whole. (31)

Considering the spread of the systems approach in science, within the framework of the concept of integral individuality B.C. Merlin, we can talk about another function of value orientations - system-forming. Based on this, it can be assumed that there are different types of value orientations that contribute to the harmonization of personality, the formation of an integral individuality, formed by the person himself. These types of value orientations are a manifestation of social activity - leading activity in early adolescence, acting as a mediating link in the structure of the integral individuality of older schoolchildren. B.C. Merlin was the first to hypothesize about value orientations as a possible mediating link in integral individuality, but this hypothesis has not yet been subjected to experimental testing.

A.I. Dontsov believed that the direction of value orientations determines the consistency of professional plans and life goals.

However, there are other points of view. So, for example, V.S. Sobkin, A.M. Gracheva and A.A. Nistratov suggested that the orientation of high school students towards certain types of profession is largely due to a system of sociocultural stereotypes that are associated with certain professions. “Young people can most likely build their basic ideas about a particular profession on a layer of social stereotypes that are actually more accessible to them, which they perceive in cinema, literature, etc.”

... (50%) and internal socially significant motives (50%), and for young men the most characteristic is an internal, individually significant motive (80%). 4. Analysis and interpretation of the questionnaire “Motives for professional self-determination of high school students.” This questionnaire, developed by us, is aimed at studying the motives for choosing a profession. As the study showed, there is a reorientation of young people from preference...

Teacher with senior schoolchildren on professional self-determination 2.1 Analysis of the activities of a social teacher in an educational institution with senior schoolchildren on professional self-determination general information about the educational institution: Name - State educational institution secondary school No. 262 with classes with ethnocultural Russian...

Psychological and pedagogical support can help solve students' problems in professional self-determination. When introducing our proposed model of psychological and pedagogical support for professional self-determination into the school education system, we believe that the image of a modern graduate should change somewhat. And in this regard, we propose our own directional scheme...

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Introduction

Chapter I. Psychological nature of individual value orientations

1.1 Theoretical analysis of the concepts of “value” and “value orientations of the individual”

1.2 The place and role of the system of value orientations in the structure of personality and its development

Chapter II. Experimental study of personal value orientations in adolescence

2.1 Development of a diagnostic and formative program

2.2 Analysis of the results obtained

Conclusion

Bibliography

Applications

Introduction

Relevance The problem under consideration is determined, therefore, by the presence of a confrontation between modern social conditions, which place special demands on the formation of a system of value orientations of an individual, and insufficient knowledge of psychological factors and mechanisms of its development, as well as the poor development of specific methods of appropriate targeted influence. Interest in the value foundations of an individual and society as a whole has always increased on the verge of eras, in crisis, turning points in the history of mankind, the need to understand which naturally required turning to the problem of ethical values. The radical change in the social system and the changes that have occurred in Russian society over the past decade have required a reassessment of the importance of many fundamental values. Social changes, which have necessitated the acceptance by each member of society of responsibility for their own destiny, lead to the gradual establishment in the public consciousness of a new system of value orientations. Young people entering life, no longer associated with former values, have not fully accepted the values ​​of a free democratic society. Value is for a person everything that has a certain significance for him. The structure of value orientations is complex and heterogeneous, the duality of the sources of their development, the diversity of the functions they perform are also determined by the presence of models of value formations that differ in the criteria underlying them. The functions of values ​​are varied. They are: a guideline in a person’s life; necessary to maintain social order and act as a mechanism of social control. The most interesting, from the point of view of the formation of a system of value orientations of an individual, is older adolescence. Adolescence is a period of intensive formation of a system of value orientations that influences the development of character and personality as a whole. The process of forming value orientations is stimulated by a significant expansion of communication, confrontation with a variety of forms of behavior, views, and ideals.

Each society has a unique value-orientation structure, which reflects the originality of this culture. From the very moment of birth, the child gradually develops an idea of ​​himself, the world around him, and his attitude towards it. The child is guided by adults’ assessments of surrounding objects and phenomena, and then focuses on his impressions. The assimilation of evaluative norms occurs on the basis of correlation with the behavior of adults. The development of a conscious internal position occurs throughout life.

Each person belonging to any particular society is, to one degree or another, guided by the entire set of values ​​that characterize him. But at the same time, the significance of each value initially occupies a different position in each person’s life. The individual perceives the world through the prism of values; the social world is naturally viewed through the prism of social values. Value orientations of the individual, like any other multi-valued interdisciplinary scientific concept, is interpreted differently in the works of different authors.

The value orientations of a person, connecting his inner world with the surrounding reality, form a complex multi-level hierarchical system. The system of value orientations is one of the most important components of the personality structure, occupying a borderline position between its motivational-need sphere and the system of personal meanings. Accordingly, a person’s value orientations perform dual functions.

Value orientations as one of the components of personality structure are studied within the framework of psychology, personality psychology, and social psychology.

Thus, the system of value orientations of an individual does not remain unchanged throughout a person’s life. At different age stages, certain aspects of the development of a person’s system of value orientations come to the fore with a certain frequency.

The purpose of our work- study of the hierarchy of values ​​and characteristics of individual value orientations.

An object- value orientations of the personality of adolescents.

Item- formation of value orientations of the personality of adolescents.

Based on the purpose of the course research, the following were formulated: tasks:

1. Analysis of theoretical approaches to the study of the concept, structure and content of value orientations of an individual.

2. Identification of factors influencing the formation of value orientations.

3. Determine the hierarchy of values ​​and the characteristics of value orientations of the personality of adolescents.

4. Experimentally identify different types of value orientations in adolescents.

Hypothesis- the structure of value orientations is changing, and it changes throughout life. But at the same time, it begins to develop already in adolescence.

The sample consisted of 20 people, 8th grade students of secondary school No. 3 in the city of Donskoy, Tula region.

Theoretical basis course project is scientific works: “Value ideas in individual and group consciousness” by D.A. Leontyev, the works of M. Rokeach on human values ​​and their division into groups, as well as the work of V.G. Lisovsky. “The spiritual world and value orientations of youth.”

GlavaI. Psychological naturevalue orientations of the individual

1.1 Theoretical analysis of the concepts of “value” and “value orientations”

There are many different definitions of the concept “value” in the scientific literature. In this part we will consider two concepts “values” and “value orientations”. A system of personal values ​​develops in the process of active deobjectification by individuals of the content of social values, objectified in works of material and spiritual culture. As a rule, personal values ​​are characterized by high awareness; they are reflected in consciousness in the form of value orientations and serve as an important factor in the social regulation of relationships between people and individual behavior.

What is meant by the concept of “value”? Values ​​are what is especially important to us, what determines the selection criteria when making a variety of decisions. Values ​​are the basis of our actions, intentions and relationships, both internally and externally.

Another concept is “value orientations”. Value orientations - a) ethical, aesthetic, political, religious, etc. grounds - criteria on which a person or community’s assessment of the surrounding reality, a differentiated, selective approach to it and the method of orientation are based and explained; b) the grounds on which a person or group “arranges” perceived objects, subjects, phenomena and events according to the degree of their significance.

There are a large number of classifications and approaches to the study of value orientations. Determining value orientations begins with an attempt to correlate with other concepts.

Value orientations are the most important elements of the internal structure of the personality, formed and consolidated by the life experience of the individual during the processes of socialization and social adaptation, by the totality of his experiences and delimiting what is significant, essential for this person from the insignificant to the insignificant.

Value orientations ensure the integrity and stability of the individual, determine the structures of consciousness, programs and strategies of activity, control and organize the motivational sphere, instrumental orientations towards specific objects and (or) types of activities and communication as a means of achieving goals.

According to philosophy, value orientations, this main axis of consciousness, ensures the stability of the individual, the continuity of a certain type of behavior and activity and is expressed in the direction of needs and interests. Developed value orientations are a sign of a person’s maturity, an indicator of the degree of his sociality. A stable and consistent set of value orientations determines such personality qualities as integrity, reliability, loyalty to certain principles and ideals, the ability to make volitional efforts in the name of these ideals and values, and active life position; inconsistency of value orientations gives rise to inconsistency in behavior. The underdevelopment of value orientations is a sign of infantilism, the dominance of external stimuli in the internal structure of the personality.

Value orientations are an important component of an individual’s worldview or group ideology, expressing (representing) the preferences and aspirations of an individual or group in relation to certain generalized human values ​​(welfare, health, comfort, knowledge, civil liberties, creativity, labor, etc.). In sociological concepts, value orientations are often interpreted as social values ​​that are “invested” in a person in the process of his socialization and are the main factor that “regulates, determines” his motivation and, consequently, behavior. On the other hand, it is the formation of value orientations that is often considered as the main goal and essence of education, in contrast to training.

Values ​​are spiritual and material phenomena that have a personal meaning and are the motive for activity. Values ​​are the basis and purpose of education.

R. Hayvighurst considers the main task of personal development to be self-determination in the spheres of universal human values ​​and the development of one’s own value system.

Value orientations are personal education, an individual’s attitude to value, which is characterized by awareness, stability, positive emotional coloring, and readiness to realize value in activity.

Human values ​​and value orientations have always been one of the most important objects of research in philosophy, ethics, sociology and psychology at all stages of their formation and development as individual industries knowledge (Titarenko A.I., Nikolaichev B.O. 2004). The staged formation of a system of value orientations, occupying a crucial place in a number of theories of development, corresponds to the general periodization of individual development.

Aristotle first introduces the term “valued.” At the same time, he identifies valued (“divine”, such as soul, mind) and praised (appreciated, causing praise) goods, as well as opportunity benefits (power, wealth, strength, beauty), which can be used both for good and for evil.

T. Hobbes is the first to raise the question of subjectivity and the relativity of values. According to him, value judgments are determined by human interests and inclinations and therefore cannot be true in the scientific sense. As a scientific basis for defining value concepts, T. Hobbes tries to use socio-economic approaches: “... the value of a person, like all other things, is his price, that is, it is as much as can be given for the use of his power, and therefore is not a thing absolute, but depending on the need for it and the assessment of the other.”

I. Kant tried to give scientific significance to the ethical values ​​of the individual. N. Hartman writes about a special “kingdom of values” that are unchangeable, eternal, absolute. The “realm of values” is beyond both reality and human consciousness. In his view, consciousness is determined by two spheres: actual reality and ideal ought. The “determinations” of human consciousness in these areas are, respectively, will and values, with values ​​acting as a guideline for volitional effort, and will as a means of realizing values. The meaning of values ​​lies in reconciling reality with what should be and affirming what is valuable. Values, he said, are “the creative principles of reality.”

E. Durkheim in his works analyzed the mutual influence of the value-normative systems of the individual and society. In his opinion, the value system of society is a set of value ideas of individual individuals.

G. Allport, believing that the source of most personal values ​​is the morality of society, also identifies a number of value orientations that are not dictated by moral norms, for example, curiosity, erudition, communication, etc. Moral norms and values ​​are formed and maintained through external reinforcement. They act rather as means, conditions for achieving internal values, which are the goals of the individual. As Allport writes, “value, in my understanding, is a kind of personal meaning. The child realizes value whenever meaning is of fundamental importance to him.”

Personality development, according to L.S. Vygotsky, is due to the individual’s mastery of cultural values, which is mediated by the process of communication.

S.L. Rubenstein also writes that values ​​“are derived from the relationship between the world and man, expressing what in the world, including what man creates in the process of history, is significant for man.”

G. Dupont connects the formation of value orientations with the stages of a person’s emotional development, reflecting the dynamics of his emotional assessment of his own relationships with other people. He thus distinguishes 6 stages: egocentric-extrapersonal, stage of personal relationships, interpersonal, psychological, stage of autonomy, highest integrative stage.

I.S. Kon says that a person’s value system is formed as a result of a joint expansion of the range of actions and responsibilities, the development of intelligence, emotions and will, occurring in the course of the child’s practical activities and his communication with other people.

The formation of the value sphere of the individual is influenced by the entire process of personality formation as a whole.

B.S. Volkov defined value orientations as a conscious regulator of an individual’s social behavior. He said that value orientations play a motivational role and determine the choice of activity.

Nemov R.S. by value orientations he understands what a person especially values ​​in life, to which he attaches a special, positive life meaning.

From the point of view of V.G. Alekseeva, the system of value orientations is “the main channel for the assimilation of the spiritual culture of society, the transformation of cultural values ​​into incentives and motives for the practical behavior of people.”

Thus, value orientations are a complex socio-psychological phenomenon that characterizes the direction and content of an individual’s activity, which is an integral part of a person’s system of relationships, determining a person’s general approach to the world, to himself, giving meaning and direction to personal positions, behavior, and actions. The system of value orientations expresses the internal basis of the individual's relationship with reality.

Value orientations set the general direction of the interests and aspirations of the individual; hierarchy of individual preferences and patterns; target and motivational programs; level of aspirations and prestigious preferences; the measure of readiness and determination to implement one’s own “project” of life.

1.2 Place and role of the systemvalue orientations inpersonality structure and its development

Personality, being a dynamic system, is in a state of continuous change and development. In the process of such personal development, its internal driving forces gradually become increasingly important, allowing a person to increasingly independently determine the tasks and direction of his own development. The system of value orientations of the individual acts as a regulator and mechanism of such development, determining the form of implementation of the intended goals and, if they lose their incentive force as a result of their achievement, stimulating the setting of new significant goals (Leontyev A.N., 2004). In turn, the achieved level of personal development consistently creates new prerequisites for the development and improvement of the system of its value orientations. Personal value orientations, like any other multi-valued interdisciplinary scientific concept, are interpreted differently in the works of different authors. In a number of studies, the concept of “personal value orientations” essentially coincides with the terms characterizing the moral-need or semantic sphere. The value orientations of the individual, along with attitudes and attitudes, regulate the realization of human needs in various social situations.

Many authors believe that value formations are the basis for the formation of a system of personal meanings. Thus, according to V. Frankl, a person acquires the meaning of life by experiencing certain values. As D.A. Leontyev states, personal values ​​are both sources and carriers of meanings that are significant for a person.

M. Rokeach defines values ​​as “a stable belief that a certain way of behavior or the ultimate goal of existence is preferable from a personal or social point of view than the opposite or reverse way of behavior, or final way existence" (Rean A.A., 2000). In his opinion, personal values ​​are characterized by the following features: the origins of values ​​can be traced to culture, society and the individual; the influence of values ​​in almost all social phenomena worthy of study; the total number of values ​​that are the property of a person is relatively small; everyone has the same values, although to varying degrees; values ​​are organized into systems. To characterize the social regulation of human behavior, the concept of “social setting” or “attitude” is often used, which W. Thomas and F. Znaniecki defined as “an individual’s state of consciousness regarding some social value”, “an individual’s psychological experience of the value, meaning, meaning of a social object ". Unlike an attitude, which is rather unconscious in nature, an attitude is understood as a conscious phenomenon that a person can express in language. Attitudes, helping a person to comprehend the phenomena of social reality, perform the function of expressing what is important, significant, and valuable for him. Thus, attitudes are a means of verbalized expression of values ​​as more general, abstract principles in relation to a specific object.

Installations, attitudes and value orientations of an individual regulate the realization of human needs in various social situations. V. Ya. Yadov unites all the regulatory formations described above as dispositions, i.e. “predispositions”. In his “dispositional concept of regulation of social behavior of the individual”

Value orientations are special psychological education, always forming a hierarchical system and existing in the personality structure only as its elements. The structural nature of the system of value orientations of the individual, its multi-level and multidimensional nature determines the possibility of its implementation of a number of diverse functions. The system of value orientations is an important regulator of human activity, since it allows one to correlate individual needs and motives with the values ​​and norms of society that are conscious and accepted by the individual.

From the point of view of A.I. Dontsov, value orientations guide and correct the process of human goal setting.

Thus, the system of value orientations of the individual is a multifunctional psychological organ. Value orientations are a psychological organ, a mechanism of personal growth and self-development, while they themselves are developing in nature and represent a dynamic system. The system of value orientations of an individual can be considered as a subsystem of a broader system, described by various authors as “a person’s life world”, “image of the world”, etc., which, in turn, has a complex and multi-level nature.

According to B.F. Lomov, “value orientations, like any psychological system, can be represented as a multidimensional dynamic space, each dimension of which corresponds to a certain type of social relations and has different weights for each individual.” J. Gudecek believes that the value system has a “horizontal-vertical” structure. By horizontal structure he means the ordering of values ​​“in parallel sequence,” that is, a hierarchy of preferred and rejected values. The vertical structure is understood in this case as the inclusion of individual value systems in the value system of society as a whole.

The principle of the hierarchy of values, multi-levelness, is the most important characteristic of the system of value orientations of an individual. The structural nature of the system of value orientations of the individual, its multi-level and multidimensional nature determine the possibility of its implementation of a number of diverse functions (Zubova L.V., 2007). The system of value orientations of the individual, occupying an intermediate position between internal installations and the norms of the social environment, between the motivational-need sphere and the system of personal meanings, ensures the interaction of these elements more common system"Human".

The system of value orientations is an important regulator of human activity, since it allows one to correlate individual needs and motives with the values ​​and norms of society that are conscious and accepted by the individual.

Value orientations are formed, developed, developed and changed during the accumulation of the subject life experience in a changing world, but find their expression in goals, social choices, ideas, ideals, interests of an individual or group in conditions of real interaction (Craig G., 2000). Value orientations are quite rigidly tied to both the intellectual-volitional and emotional spheres of the subject’s social activity and largely, and often decisively, determine the content of both individual and group activity and communication.

1. The system of value orientations of an individual is a complex, multi-level and heterogeneous structure.

2. The development of a system of value orientations of an individual is carried out by several simultaneously occurring and interconnected processes, in addition, the influence is exerted by the action of various internal and external factors.

GlavaII. Experimental study of personal value orientations in adolescence

2.1 Development of a diagnostic and formative program

To practically substantiate the topic of the course research, a number of diagnostic techniques were chosen. Among them:

1) Rokeach Test “Value Orientations”

2) Methodology for studying the external and internal values ​​of an individual.

3) Methodology “Diagnostics of the real structure of value orientations of S.S. Bubnov’s personality.”

Rokeach’s “Value Orientations” test (Leontyev D.A. 2002) is based on ranking a list of values. Often they try to support this technique with data from other techniques. M. Rokeach divided values ​​into two classes: terminal and instrumental. The respondent is presented with two lists of values ​​(18 each), either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. First, a set of terminal ones is presented, then a set of instrumental ones.

values. The following instructions are given: “Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as principles that guide you in your life. Study the table carefully and, having chosen the value that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all remaining valuables. The least important one will remain last and take 18th place. Work slowly and thoughtfully. The end result should reflect your true position."

When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, “concrete” and “abstract” values, values ​​of professional self-realization and personal life, etc. are distinguished. Instrumental values ​​can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; values ​​of self-affirmation and values ​​of acceptance of others, etc. . These are not all the possibilities for subjective structuring of a person’s system of value orientations. The psychologist must try to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent’s value system is unformed or even the answers are insincere.

Methodology for studying external and internal values ​​of an individual

Its authors are O.I. Motkov and T.A. Ogneva. The purpose of the methodology is to study the degree of significance and implementation of a person’s value orientations, their individual and group structure, conflict and attribution, and the reasons for their implementation. The technique consists of two tasks. Task No. 1: the following instructions are given for it: “Please rate the significance and degree of implementation of the possible values ​​of your life on a 5-point scale: first, you evaluate the significance of the value (characteristics) by putting a number in front of it, and next to it, put the number separated by a comma, which corresponds to a given value, but from the point of view of its implementation. 1 - not significant at all, 2 - practically not significant, 3 - moderately significant, 4 - significant, 5 - very significant.” Task No. 2, the following instructions are given for this task: “Please rate on a 5-point scale the degree of influence of various reasons on the implementation of your values. 1-do not influence at all, 2-have no influence at all, 3-have an average influence, 4-have an influence, but not that much, 5-have a very strong influence.” When processing in the first task, the degree of significance and implementation of external and internal value orientations is looked at. The second task looks at the difference between the significance and implementation of all value orientations.

Methodology “Diagnostics of the real structure of value systems”personality orientations S.WITH.Bubnova"

The technique is intended to study the implementation of a person’s value orientations in real life conditions. The methodology contains 66 closed questions aimed at studying the implementation of a person’s value orientations in real life conditions. For processing, a combination of all questions by value groups is used: pleasant time, relaxation; high material condition; search and enjoyment of beauty; help and mercy to people; Love; learning new things in the world; high social status and people management; recognition, respect from people and influence on others; communication; health. Questions are sorted according to these parameters, and then a qualitative analysis is made about which values ​​the respondent has predominate and which are in last place in importance.

2.2 Aanalysis of the results obtainedat

A diagnostic set of techniques was carried out with 8th grade students from secondary school No. 3 in the city of Donskoy, Tula region. The stages of carrying out the methods are reflected in Table 1, the methods were carried out twice, the difference between them was 2 months, this was a formative experiment.

Table 1. Carrying out the diagnostic complex of the course research.

In addition, L, T and Q data were collected during the study and are shown in Table 2.

Table 2.

Student's name	Hobbies Student	Academic performance	Personality Features
Ivanova Irina	Dancing, music school, drawing club	Excellent	High level of development of memory, thinking, attention, increased anxiety, low self-esteem.
Vasin Igor		Excellent	Average level of memory development, high level of development of attention, thinking (verbal and logical thinking predominates), low level of anxiety, level of self-esteem is normal.
Sukhoruchkina Svetlana	Music school	Above average	Average level of development of attention, memory, thinking, increased anxiety, low self-esteem.
Semenov Vsevolod		Above average	High level of memory development (figurative memory predominates), high level of thinking, concentration of attention is reduced, anxiety is absent, the level of self-esteem is normal.
Shinkareva Kristina	Sport. School		Low level of memory development, reduced concentration (increased distractibility), average level of thinking development, low level of anxiety, normal level of self-esteem.
Ignatiev Denis		Excellent	High level of development of memory, attention, thinking, increased anxiety, high self-esteem.
Ignatva Ekaterina	Dancing, sports school		High level of memory, reduced concentration, average level of thinking development, average level of anxiety, low self-esteem.
Nikolaev Mikhail		Below the average	Low level of development of memory and thinking, but at the same time high concentration of attention, increased level of anxiety, low self-esteem.
Smirnov Slava	Sports school, music school, drama club	Above average	The average level of development of memory, thinking, attention, anxiety is at an average level, the level of self-esteem is normal.
Sovetova Elena	Drawing circle		Low level of memory development, increased concentration, average level of thinking development (visual-figurative thinking predominates), high level of anxiety, low self-esteem.
Mindubaev Ashot			High level of memory development (auditory memory predominates), decreased concentration, low level of thinking development, increased anxiety, inflated self-esteem.
Slavinsky Vadim	Drama club	Excellent	High level of development of attention, memory, thinking, increased anxiety, low self-esteem.
Mizkhalova Anastasia			Average level of development of memory, attention, thinking, no anxiety, high self-esteem.
Abakumova Alena	Sports school	Below the average	Average level of development of memory, attention, thinking, increased anxiety, low self-esteem.
Abakumova Anna	Dancing, drama club		High level of memory development, reduced concentration, low level of thinking, low level of anxiety, level of self-esteem is normal.
Bodaleva Alexandra		Below the average
Nikolava Anastasia			Low level of development of memory, attention, thinking, increased anxiety, low self-esteem.
Bobov Maxim	Dancing, music school, drama club	Excellent	High level of development of thinking, attention, memory (auditory memory predominates), increased level of anxiety, low self-esteem.
Finochkina Olesya	Drawing circle	Below the average	Low level of development of memory, attention, thinking, increased anxiety, low self-esteem.
Kharitonov Kirill	Sports school	Excellent	A high level of development of memory and thinking, concentration of attention is reduced, the level of anxiety is reduced, the level of self-esteem is normal.

After carrying out the methods, we received the following results. According to Rokeach’s “Value Orientations” method, terminal and instrumental values ​​were almost equally distributed in importance among all respondents. The distribution of terminal values ​​showed that for almost all subjects, freedom comes first, followed by health, entertainment, active life, love, self-confidence, interesting job, other values ​​occupied the last positions among respondents. The distribution of instrumental values ​​showed that the values ​​revealed clear three positions: in the first place - independence, in the second place - courage in defending one’s opinion, views, in the third place - sensitivity (caring).

If these data are reflected in the table, starting with the most significant value for respondents, it will turn out as follows.

Table 3. Terminal values.

Table 4. Instrumental values.

Based on the entire methodology, the following conclusion can be drawn: 8th grade students, distributing terminal values, emphasize freedom, independence, as well as health and satisfaction of their own needs, thereby showing an egocentric position characteristic of adolescence, a desire to be separated from adults, to clearly defend their point of view, as well as act according to your desires, despite prohibitions. By distributing instrumental values, students make it clear that the most important thing for them is the ability to act independently, decisively, boldly defend their opinions and views, but at the same time remain sensitive and caring towards others, in particular loved ones.

After conducting developmental programs that included conversations, watching films with psychological content, the control stage of the formative experiment showed that status remained the leading indicator for adolescents, but at the same time the percentage for terminal and instrumental values ​​became almost the same, which indicates that the formative experiment was successful. The data obtained at the control stage is reflected in the tables.

Table 5. Terminal values.

Table 6. Instrumental values.

The methodology “Studying the external and internal values ​​of a person” showed that the significance of values ​​and the ability (possibility) to implement them differ. The diagram shows the first 5 significant values, their significance and feasibility. The average result for the group is taken.

Diagram 1. Methodology “Study of external and internal values ​​of an individual”

The first block reflects the significance of the values, the second block reflects the feasibility of the values. According to this diagram, we see that those values ​​that are significant for 8th grade students cannot always be realized with the same success with which they are placed in the first position.

Qualitative analysis of the methodology “Diagnostics of the real structure of value orientations of the personality of S.S. Bubnov”, made it possible to distribute all the values ​​into groups: pleasant pastime, high financial status, help and mercy to people, love, learning new things in the world, high social status, recognition and respect, communication, health. These groups were then ranked according to their importance to respondents. The ranking is shown in Diagram 2.

Diagram 2. Methodology “Diagnostics of the real structure of value orientations of the personality of S.S. Bubnov”

According to the diagram, we see that love comes first for 8th grade students, then health, high social status is in third place, but recognition and respect are in last place. Consequently, for them at this age stage it does not matter whether they are respected or not, the main thing is what status they occupy in the group.

From the above, the following conclusions can be drawn:

1. During the implementation of the diagnostic program, it was revealed that out of all values, adolescents place instrumental values, in particular independence, in the first place, and terminal values ​​occupy the following places; but at the same time, not all values ​​that occupy the first places can be feasible. Moreover, in all methods it was revealed that status for adolescents at this age stage takes first place, and it is more important when comparing all parameters.

2. The formative experiment program was successfully completed and included in the presented work. In the process of carrying out the techniques, dynamics in the group were observed and changes were taking place.

3. After the control stage, the following results were revealed: status for adolescents remained the leading criterion in all studies, but at the same time the indicators for terminal and instrumental values ​​became equal, they became almost equal.

4.Based on the results and data obtained, we can say that the goal has been achieved, the problems have been solved and can be used in practical activities.

Rrecommendations

In connection with the changing social situation of development in our world, the priorities of values ​​among adolescents are also changing. They are primarily influenced by such social institutions like family, media and school. We have the power to guide the values ​​of our children.

This can be done through more communication with children, discussing problems that concern them, because often the result of communication can influence the further choice of one or another preference among adolescents. The teenage period is characterized by the fact that at this stage Children very quickly and almost thoroughly absorb information supplied from outside, and not always deciphering it correctly. It is up to us to substantiate this information. Schools should spend more time on classroom hours discussing the interests and values ​​that children put first. At the same time, many values ​​after discussion can change positions, since simply by justifying and discussing all the values, adolescents will see that there is something to which they should strive more, something that should be put in the first positions in life.

The system of value orientations is heterogeneous and begins to be formed in adolescence, and then continues to form throughout life, constantly placing values ​​in different positions.

Thus, we can say that constant discussion and demonstration of values ​​and their significance can lead to their acceptance by adolescents and their promotion to dominant positions.

You can use a number of developmental techniques in the form of training to develop value orientations. An example of one training is presented below.

Training “Complete the sentences”

The goal is to identify leading value orientations. For training you need a ball. The training participants sit in a circle. The presenter stands in the center and begins to randomly throw the ball to different participants, asking them to complete their sentences. For the training, it is proposed to complete a number of sentences:

1. For me now it’s important...

2. For me, in the last place in life...

3. I really want to be...

4. I can..., but this is not important to me... etc. of this nature.

Using the example of the training, you can see the leading values. After this, you should get feedback by discussing the exercise.

The ascertaining stage of the experiment was carried out in September 2010, and the control stage in November 2010.

1. At the ascertaining stage of the experiment, in Rokeach’s “Value Orientations” methodology, differences were identified in the assessment of terminal and instrumental values. At the control stage of the experiment using this method, the difference between the percentage of instrumental and terminal values ​​was reduced to a minimum, they were almost equal.

2. In the method of “Studying the internal and external values ​​of a person” at the ascertaining and control stages, no differences were noticed; in both cases, values ​​cannot always, according to students, be realized.

3. The methodology “Diagnostics of the real structure of value orientations of the personality of S.S. Bubnov” at the ascertaining stage of the experiment showed the following distribution of value positions:

And love;

B) social status;

B) health;

D) recognition and respect;

At the control stage of the experiment, values ​​were distributed completely differently:

A) health;

B) love;

B) recognition and respect;

D) social status;

Social status has moved from the dominant position to the latter due to a revision of opinions about the importance of value orientations.

value orientation psychological teenage

Conclusion

If we understand the system of value orientations as a relatively dynamic formation, then we can say that the formation of the “highest” level of the value system and the choice of the most highly organized mechanisms for its development are determined by the degree of expression of a person’s individual characteristics (meaningfulness of life, anxiety, emotional stability, ability to be assertive ( selective, confident) behavior, etc.)

All members of society can have values, but their significance in the individual hierarchy is different. The system of value orientations is not an internally homogeneous structure. For each individual it is individually formed (any value for each individual person can occupy completely different positions, although they may coincide).

Orientation towards one or another group of values, that is, dominance in the individual value system, can be determined by the action of the corresponding psychological mechanisms of its formation, which are most inherent in a given stage of individual development. Moreover, different values ​​have different origins. Some values ​​were formed during life (health, happiness, etc.), while others were influenced by society and the current development situation in society (social status, having good and loyal friends, etc.).

The development of value orientations is closely related to the development of personality orientation. Everyone can have their own value system, and in this value system, values ​​are arranged in a certain hierarchical relationship. Life values ​​are currently formed mainly spontaneously, under the influence of a variety of factors. Value orientations acquired during the development process depend on the activities in which the individual is involved.

Considering accepted values-goals as moral guidelines, we can distinguish two accepted values-goals: health and social status in the group. Rejected values ​​and goals include: creativity, having good and loyal friends, freedom, the happiness of other people.

The system of value orientations of an individual, being a reflection of the values ​​of the social environment, can itself influence group norms and values. The individual value orientations of individual group members interact and, through interpersonal relationships, influence collective relationships.

Value orientations are an important component of an individual’s worldview or group ideology, expressing (representing) the preferences and aspirations of an individual or group in relation to certain generalized human values.

1. The system of value orientations of an individual is a complex, multi-level and internally heterogeneous structure.

2. The development of a system of value orientations of an individual is carried out by several simultaneously occurring and interconnected processes (primarily adaptation, modification, etc.), in addition, the influence of various internal and external factors: the level of development of the cognitive and emotional-volitional sphere, features social environment, the nature and form of psychological influence, the specifics of mental disorders.

3. The formation of a person’s value orientations in the process of his socialization is carried out through assimilation to significant others through identification, and the appropriation of society’s values ​​through internalization.

4. As they grow older, the formation of a person’s value orientations is increasingly influenced by belonging to one or another large sociocultural group.

5. In adolescents, the formation of value orientations goes through a difficult path, since during this period problems of self-awareness and self-determination arise. In addition, during this period the teenager goes through an identity crisis, which is closely related to the crisis of the meaning of life.

6. Value orientations are a link that mediates the relationships between various hierarchical levels of integral individuality.

Thus, the hypothesis of our course research was confirmed; we can say that the structure of value orientations is changing, and changes throughout life, but its foundation is laid in adolescence.

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Applications

Annex 1

Rokeach’s “Value Orientations” Test

Instructions: “Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as the principles that guide you in your life

Test taker's form (full name) ________________

List A (terminal values):

Active active life (fullness and emotional richness of life);

Life wisdom (maturity of judgment and common sense achieved through life experience);

Health (physical and mental);

Interesting job;

The beauty of nature and art (experience of beauty in nature and art);

Love (spiritual and physical intimacy with a loved one);

Financially secure life (no financial difficulties);

Having good and loyal friends;

Social vocation (respect for others, the team, fellow workers);

Cognition (the opportunity to expand your education, horizons, general culture, intellectual development);

Productive life (maximum full use of your capabilities, strengths and abilities);

Development (work on yourself, constant physical and spiritual improvement);

Entertainment (pleasant, easy pastime, lack of responsibilities);

Freedom (independence, independence in judgments and actions);

Happy family life;

Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole);

Creativity (the possibility of creative activity);

Self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

Neatness (cleanliness), the ability to keep things in order, order in affairs;

Good manners (good manners);

High demands (high demands on life and high aspirations);

Cheerfulness (sense of humor);

Efficiency (discipline);

Independence (the ability to act independently and decisively);

Intransigence to shortcomings in oneself and others;

Education (breadth of knowledge, high general culture);

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