Values play a very significant role in individuals’ lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz’s Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations.
| Published in | Psychology and Behavioral Sciences (Volume 2, Issue 6) |
| DOI | 10.11648/j.pbs.20130206.11 |
| Page(s) | 202-205 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2013. Published by Science Publishing Group |
Values, Value Priority, Value change, Value transmission
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APA Style
Nazanin Abed, Shahla Pakdaman. (2013). Value Structures among Iranian and British Students. Psychology and Behavioral Sciences, 2(6), 202-205. https://doi.org/10.11648/j.pbs.20130206.11
ACS Style
Nazanin Abed; Shahla Pakdaman. Value Structures among Iranian and British Students. Psychol. Behav. Sci. 2013, 2(6), 202-205. doi: 10.11648/j.pbs.20130206.11
AMA Style
Nazanin Abed, Shahla Pakdaman. Value Structures among Iranian and British Students. Psychol Behav Sci. 2013;2(6):202-205. doi: 10.11648/j.pbs.20130206.11
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Download@article{10.11648/j.pbs.20130206.11,
author = {Nazanin Abed and Shahla Pakdaman},
title = {Value Structures among Iranian and British Students},
journal = {Psychology and Behavioral Sciences},
volume = {2},
number = {6},
pages = {202-205},
doi = {10.11648/j.pbs.20130206.11},
url = {https://doi.org/10.11648/j.pbs.20130206.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.pbs.20130206.11},
abstract = {Values play a very significant role in individuals’ lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz’s Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations.},
year = {2013}
}
TY - JOUR T1 - Value Structures among Iranian and British Students AU - Nazanin Abed AU - Shahla Pakdaman Y1 - 2013/12/10 PY - 2013 N1 - https://doi.org/10.11648/j.pbs.20130206.11 DO - 10.11648/j.pbs.20130206.11 T2 - Psychology and Behavioral Sciences JF - Psychology and Behavioral Sciences JO - Psychology and Behavioral Sciences SP - 202 EP - 205 PB - Science Publishing Group SN - 2328-7845 UR - https://doi.org/10.11648/j.pbs.20130206.11 AB - Values play a very significant role in individuals’ lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz’s Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations. VL - 2 IS - 6 ER -
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