Formation of value orientations in adolescents. Features of value orientations of modern teenagers. Brief characteristics of adolescence

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. There is a growing desire to be independent, 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 of life path after graduation is complicated by the fact that for high school students the problem of forming self-awareness (the central neoplasm of adolescence) remains relevant.

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, school class, student group, work collective, company of peers - all these are social groups that make up the individual’s immediate environment and act as carriers 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 hand, the positive influence of the 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 an individual and one of the factors in the formation of a teenager’s value orientations.

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 an individual and one of the factors in the formation of a teenager’s value orientations. 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 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.

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.

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

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

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. Until the age of 6-7 years, 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 hand, the positive influence of the 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 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.

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 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.

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:

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

3. The effectiveness of value orientations.

In youth, the development of value orientations continues. Value orientations are one of the main structural formations of a mature personality. All researchers recognize that the structural features and content of a person’s value orientations determine its direction and determine a person’s position in relation to certain phenomena of reality. There is also a unanimous opinion that value orientations play a major role in the regulation of human social behavior, including the dispositions of the individual, his attitudes, motives, interests and even the “meaning of life.”

Value orientations are a reflection in a person’s consciousness of values that he recognizes as strategic life goals and general ideological guidelines. The concept of value orientations was introduced in post-war social psychology as an analogue of the philosophical concept of values, but there is no clear conceptual distinction between these concepts. These differences were either in the “general - individual” parameter, or in the “really acting - reflexively conscious” parameter, depending on whether the presence of individual sociological forms of existence of values, different from their presence in consciousness, was recognized.

Value orientations, being one of the central personal formations, express a person’s conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. The system of value orientations determines the content side of a person’s orientation and forms the basis of his views on the world around him, on other people, his attitude towards himself, the basis of his worldview, the core of motivation and the “philosophy of life.” Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

E.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.

The emergence of views and attitudes is usually explained by the learning process. To what extent they are determined by the environment and genetic-constitutional characteristics is unclear. While in socio-psychological research the influence of the environment is given first place, other authors associate the development of a value system mainly with constitutional factors, i.e. with instinctive behavior. Typical representatives of these directions are G. Eysenck and K. Lorenz. The first sees in such personality traits as introversion and extraversion, associated, respectively, with greater and lesser ability to develop conditioned reflexes, the reason for individual differences in personality traits, including value views. Lorenz, drawing analogies between animal behavior and human morality, draws conclusions about the instinctive basis of the latter.

Since value orientations express an individual’s attitude to the world (i.e., they are an element of a worldview), their formation as a value-based social structure begins in the period between late adolescence and the beginning of adolescence. Social phenomena, on the basis of which an individual’s value orientations are formed, are complex and diverse in content. Our perception is selective and strives to capture, first of all, the most characteristic and essentially valuable properties for us.

Awareness of objects of social reality as values presupposes the presence of special mechanisms for their assimilation. For example, such a type of mental activity as the evaluative activity of an individual, aimed at assessing his properties from the point of view of their necessity, usefulness, pleasantness, etc. to satisfy the needs and interests of the individual, to realize the goals of its activities. As a result, the individual becomes aware of the value of an object of social reality and thereby forms a special type of relationship towards it - a value attitude. The presence of value orientations indicates a certain stage in the formation of the student’s personality, the emergence of such structures that contribute to the formation of his worldview.

H. Remschmidt points out the presence of three components in the structure of value orientations.

Cognitive, covering all processes associated with judgments, justifications, opinions and beliefs related to the corresponding object;

Affective, including all emotions associated with life values along with their vegetative manifestations;

Behavioral, i.e. predisposition and willingness to act on certain information.

In his youth, a young man has a problem with life values. Youth strives to fix its internal position in relation to itself, other people and moral values. It is at this age, believes V.S. Mukhina, a person either turns to cynicism, becoming a “moral vacuum cleaner,” or begins to consciously strive for spiritual growth, building a life based on traditional and new moral orientations. In adolescence, the gap between young people deepens in the area of other characteristics that characterize personality.

A young man who turns to the analysis and comparison of universal human values and his own inclinations and value orientations will have to consciously destroy or accept the historically determined norms and values that determined his behavior in childhood and adolescence. He chooses a new position in life for himself, and at the same time believes that the position he has chosen is the only acceptable one for him and the only correct one. Young men are guided by these values when making life-changing decisions, including decisions about the level of risk they accept associated with various behaviors, including drug use and illegal activities. The influence of social circumstances on the choice of values and decision-making of boys and girls is great. The content of youth values also depends on the cultural context and historical period in which the younger generation lives. In every decade, young people, writes G. Craig, were among the first to reject old values and embrace new ones. Craig has no doubt that the receptivity of young people to new ideas and values is the driving force behind changing the value structure of society.

The ability to look at the world with different eyes and build a value system different from the parental one is the main goal of the process of revaluation that takes place in adolescence and youth. This revaluation is the central point of moral growth in adolescence and youth. At this age, the cognitive ability appears that allows you to consider all possible decisions, move from the specific to the general, use the logic of cause-and-effect relationships, think about the past and future, and take into account hypothetical options. The ability to perform these cognitive tasks may appear later, or not at all. Newfound intellectual capabilities make the transition to adulthood a period marked by changes in ideals, values, and attitudes. But some boys and girls can make the transition to maturity with only a slight reassessment of their value system. This is often characteristic of young people in a predetermined status or those who lead life in a strictly regulated, homogeneous environment, for example, in military schools.

The construction and revaluation of a value system is the main process of moral development in adolescence, which is based on a number of autonomous prerequisites. This is, firstly, a certain level of mental development, the ability to perceive, apply and evaluate appropriate norms and actions; secondly, emotional development, including the ability to empathize; thirdly, the accumulation of personal experience of more or less independent moral actions and their subsequent self-assessment; fourthly, the influence of the social environment, which provides specific examples of moral and immoral behavior, encouraging him to act in one way or another.

The most authoritative, methodically developed theory of moral development of the individual belongs to L. Kohlberg. He distinguishes six stages of moral development. As a criterion of moral maturity, he uses decisions made in simulated conflict situations and the rationale for these decisions.

According to L. Kohlberg, adolescence is characterized by the transition to the stage of one’s own moral principles, which is based on the independence of moral values from roles and authority. At this stage of development, a “contractual” orientation towards compliance with laws and an orientation toward principles that claim to be universal (“the idea of justice”) appear.

L. Kohlberg's model and his experiments on moral education allow us to draw several conclusions. The value system of adolescents and young men partly depends on their cognitive development. These values are to some extent a product of the adolescent's experience of forming moral judgments.

Psychologists draw attention to the inconsistency of youthful moral consciousness, in which categorical assessments strangely coexist with demonstrative skepticism and doubt about the validity of many generally accepted norms. A simple reference to authorities no longer satisfies him. Moreover, the “destruction” of authorities becomes a psychological need, a prerequisite for one’s own moral and intellectual search. Until he has developed his own value system, the young man easily succumbs to moral relativism: if everything is relative, then everything is permissible, everything that can be understood can be justified, etc.

H. Remschmidt summarized the results of many studies and identified the following general features of the youthful period.

Revision of value concepts: their increasing depersonification. Associated with this is a separation from reference personalities. Parents, as role models, are increasingly receding into the background, and value concepts in themselves are becoming increasingly important. In this regard, the maturation of one’s own “I” occurs.

Liberalization of value ideas. With the liberation from personalized models in the course of ongoing cognitive development, value concepts lose their concrete “reference”, acquiring more abstract significance and power, as well as a hierarchical organization. In addition, cognitive changes allow the development of one’s own hierarchy of values, which begins to guide the processes of decision-making and behavior. At the same time, “moral absolutism” in the sense of Piaget is lost.

Transferring the functions of a model from parents to a reference group: “devaluation” of parents as a moral standard and the ever-increasing recognition of abstract value concepts, but without completely denying individuals and groups who embody moral principles. Rather, the former loyalty to parents is increasingly transferred to the reference group of peers. This leads to a “colder” perception of value concepts, since there is not such a close emotional relationship with the group as with parents. On the other hand, during adolescence, conformism in relation to recognized values intensifies, gradually weakening towards the end of the youthful phase. The influence of the reference group does not lead to a significant change in the value concepts perceived in the parental home, but weakens their connection with the personality of the parents. During the period of growing up, peer groups arise within certain strata of society, so that the system of values learned in childhood is largely preserved in the group of “peers” of adolescents.

Assimilation of value ideas of the corresponding cultural tradition. After a phase of anxiety, protest and rebellion, young people accept most of the values inherent in their cultural environment.

The principle of reciprocity of moral obligations comes to the fore as one grows up and abandons egocentrism. Liberation from egocentrism means the formation of special abilities: applying to oneself the same evaluation criteria as to others; using general principles as the basis for moral behavior and evaluating both oneself and others by them; the ability to consider the needs and interests of others as much as one’s own.

For young men, thanks to the rapid development of their intellect, many problems and issues that usually concern adults become open to discussion and understanding. High school students think about such questions, discuss them with interest, and actively seek answers to them. The first of these questions, earlier than others, to attract attention are moral questions. Boys and girls are concerned about the problems associated with them not so much from a cognitive point of view, but in terms of their own moral self-determination in connection with the beginning of the time of love and the establishment of intimate relationships with people of the opposite sex.

Modern youth is by no means characterized by either childish naivety or teenage negativity that denies everything. R.S. talks about this. Nemov emphasizes that the current generation of young people has a more sober, reasonable and practical outlook on life, much greater independence and autonomy. The majority of young men and women of the current generation have established themselves in a moral position, which J. Piaget designated as relativistic: “the truth is not absolute, it should be such as to benefit as many people as possible.”

High school students are quite realistic in their expectations related to future professional activities and family. But in the spheres of education, social advancement and material well-being, their aspirations are often inflated: they expect too much or too quickly, while the high level of social and consumer aspirations is not supported by equally high professional aspirations. For many guys, the desire to have and receive more is not combined with psychological readiness for more difficult, skilled and productive work. This dependent attitude is socially dangerous and fraught with personal disappointment. In addition, 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 to an increasing number of sociologists and educators.

Observing everyday life makes it possible to conclude that there are noticeable personality differences between men and women in our society. In many emotional and social characteristics this differentiation is noticeable from an early age. Important aspects of personal development that exhibit traditional sex differences include interests, preferences, ideals, attitudes, and personal values. These characteristics often have unforeseen effects not only on the development of emotional and character traits, but also on the achievements and actual capabilities of the person.

Moral consciousness depends on many factors, among the main ones are gender, age, and cultural background. Their comparative role is not entirely clear. Empirical data are very limited, and hypotheses often remain untested. Below are the results of research, on the basis of which we can talk about the comparative role of the determinants of moral consciousness.

Gender differences in moral consciousness are revealed in all the cultures examined. At the same time, there are very few fundamental differences, when one gender adheres to one point of view, and the other - the opposite. The differences are mainly manifested in the expression of positions. Therefore, the hypothesis of the early twentieth century is fully confirmed. G. Geisman, who noted that differences in female and male psychology are differences not in value or quality, but only in the degree of statistical expression. These differences are clearly visible and boil down to several principles. Firstly, in all cultures, women and men are more likely to deny that the main thing is the result, and not following the rules and moral principles. But women everywhere deny this maxim more categorically. Almost everywhere men are close to doubts that it is necessary to fight evil using its means; women are against it. In all cultures, women derive greater pleasure from bringing joy to another. And in general, although the “picture” is somewhat blurred, women more than men consider morality to be the key to happiness.

According to many scientists, gender characteristics of moral consciousness are largely predetermined by both biological and social (cultural) factors. Gender characteristics of moral consciousness are clearly manifested in adolescence and can be traced throughout ontogeny. All the described patterns are reliable in most cases (at the 1% significance level), or at least at the trend level. As soon as cultures “distant” from each other are compared, it turns out that the differences between men and women within one society are not so great, and a man of one “culture” can be “feminine” in the moral consciousness of women of another. Or a woman turns out to be “more courageous” than men of a different culture.

Many sources provide information about gender differences in interests and attitudes. The data on adolescents and young men is particularly rich. They compare the preferences of boys and girls in such areas as spontaneous drawings, choice of topics for written essays, collecting, reading, movies, radio programs, favorite characters in literature or in public life, professional choices and general life goals.

The different ways of socialization of boys and girls that exist in all human societies, on the one hand, reflect, and on the other hand, create and reproduce psychological gender differences. Moreover, these are not only quantitative differences in the degree of sociability of boys and girls, but also qualitative differences in the structure and content of their communication and life activity.

In reading, movies and radio programs, young men prefer adventure, travel and exploration; The most popular among girls are love stories and novels about children and family life. These results are confirmed by a survey of reader preferences. The vocational choices of secondary school students suggest that boys seek jobs that provide power, benefits, and independence, while girls most value jobs that provide interesting experience or in the social service sector. Young men prioritize the topics of physical health, safety and money, and are also more openly interested in sex. Girls are concerned with issues of personal attractiveness, personal philosophy, daily routine, mental health, manners, personality traits, as well as home and family relationships.

Studies of youth groups reveal similar gender differences in interests and attitudes. Some researchers have carried out systematic analysis of snatches of conversations of boys and girls overheard in different places. Although the setting determines the topics of conversation to some extent, the main gender differences are quite consistent. Among young men, the most common topics in conversations are money, business and sports; girls prefer talking about other girls and clothes. In addition, girls talk much more about people. Conversations in mixed groups are dominated by topics of either equal or equal interest to both sexes.

Gender differences have also been found in various interest tests designed primarily as measures of vocational preferences. On average, young men have a stronger preference for technical, computing and scientific work. The average scores of girls indicate a greater interest in literary, musical, artistic, social spheres of activity, as well as in clerical work. Significant gender differences were also obtained in the study of values. Girls in their answers put aesthetic, social and religious values first. This allows us to make an assumption about the comparative importance in the life goals of girls of the direct use of artistic experience, concern for the well-being of other people and spiritual values. Young men preferred theoretical, economic and political values. This indicates an interest in abstract knowledge and understanding, a need for practical success, and a desire for prestige and power over others.

In exploring gender differences in interests, preferences, attitudes, and values, psychologists have repeatedly encountered evidence of women's greater social orientation. This sex difference appears at an early age and continues into old age. One possible factor in girls' social interest and social orientation is their earlier language development. Rapid language acquisition may certainly give girls an advantage in communicating with other children and adults, and thus facilitate activities of a social nature.

The great concern of girls with issues of appearance and manners is an indirect manifestation of interest in the opinions of others about themselves. A comparison of the questions asked to parents showed that girls ask significantly more questions about social relationships. Tender nicknames are common among girls, while boys usually base their nicknames on physical features. Girls are more often irritated by situations that affect their social prestige, and they are also more envious. Their desires, fears, dreams, pleasant and unpleasant memories are directly related to people. Even dream studies have shown that girls are more likely to dream about different people, as well as about their home and family.

Evidence from some sources suggests gender differences in achievement motivation. Boys in our culture have a stronger need for achievement and advancement than girls. These general observations are supported by experiments with the “level of aspiration” of boys and girls. In them, the subject is required to establish in advance what score he will try to achieve in each test. The discrepancy between the predicted goal and actual performance indicates the individual's level of aspiration. In a study of tenth and eleventh grade boys and girls, girls received lower target discrepancy scores. Using a different approach, psychologists again found large gender differences in goal pursuit. In this study, subjects created written stories from pictures before and after taking an intelligence test under conditions designed to stimulate the need for success. Narratives that assessed expression of achievement motivation showed significant changes at posttest for boys but not girls. However, with the help of additional experiments, it was possible to reveal that, provided that the intermediate test was not intellectual, but social in nature, there was a significant change in the girls’ assessments of achievement motivation. Such results also shed light on the predominant social orientation of girls in our culture, and indicate the need to consider sex differences in achievement motivation in accordance with the type of goal.

The most extensive study of characteristic gender differences in personality was carried out under the leadership of V. Theremin and I. Miles. Data were collected from many hundreds of people, including elementary, high school, college, and graduate school. The analysis of interests - attitudes created as a result of this work consists of seven parts: word association, spot association, knowledge, emotional and moral attitudes, interests, opinions and introverted response. An intensive analysis of male and female responses to each part of the test illuminated the most salient aspects of the two genders. W. Theremin and I. Miles summarize these differences as follows:

“As a result of examination from any point of view, men showed a special interest in exploits and adventures, professions requiring physical exertion and indoor work, in mechanisms and tools, in science, physical phenomena and inventions, as well as in business and commerce. On the other hand, women showed a characteristic interest in domestic affairs, as well as in aesthetic subjects and professions; they showed a marked preference for sedentary indoor work and occupations directly related to the provision of assistance, especially to children, defenseless and needy people. More subjective differences in emotionality and leadership play a supporting and complementary role. Men directly or indirectly show more assertiveness and aggressiveness; they express more boldness and fearlessness, as well as more roughness in manner, speech and feeling. Women are more compassionate and empathetic, more timid, more refined and aesthetically sensitive, more emotional, generally more moral and, nevertheless, allow themselves weaknesses in emotional control.”

The achievements of the two sexes, both at school and in subsequent professional activities, have interesting and often complex relationships with gender differences in abilities and personality traits.

In general, girls usually outperform boys in school subjects that depend largely on verbal ability, memory, perceptual speed and accuracy. Boys excel in areas where numerical reasoning and spatial abilities are required, as well as in some “cognitive” subjects such as history, geography and science.

This is consistent with the well-known superiority of boys on general knowledge tests included in intelligence scales, and is likely a result of the less restricted and more heterogeneous environment presented to boys, along with their wider range of interests in reading.

Sex roles and stereotypes represent another important source of gender differences in achievement. These are pervasive and persistent social influences that operate from early childhood. The expectations placed on an individual turn out to be a significant element in the development of his own concept of “self”.

Tolstikova Victoria

The research project “Value orientations of modern teenagers” was created as part of the study of the topic “Spiritual life of society and is a study of the values that are most important for modern teenagers.

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Research project:

Value orientations

modern teenagers

School No. 9, 8th grade

Supervisor:

Chernysheva Natalia Vladimirovna,

History and social studies teacher,

MAOU "Secondary general education

School No. 9"

Ust - Ilimsk

2017

Introduction

Chapter 1 Definition of the concepts of “values” and “value orientations”

Chapter 2 Adolescence is an important stage in the formation of values

Chapter 3 Value orientations of a modern teenager.

Chapter 4 Factors influencing the formation of value

Teen orientations

Conclusion

Applications

Used Books

INTRODUCTION

During periods of crisis in the state of society, adolescents turn out to be the most socially unstable, morally unprepared and unprotected. Modern teenagers are experiencing an acute crisis in the process of forming their value orientations. First of all, it manifests itself in the absence of basic values among most of them (the meaning of life, the concept of life, spirituality, patriotism and much more).

Almost all psychologists agree that adolescence is a very special stage of personality development. It is in adolescence that a certain range of interests begins to be established, which gradually acquires a certain stability. This range of interests is the psychological basis of a teenager’s value orientations. At this age, there is an increase in interest in issues of worldview, religion, morality, and aesthetics. Interest in the psychological experiences of other people and in one’s own develops.

Based on the above, the purpose, objectives, object and subject of the study are determined.

The object of this study: a modern teenager.

Subject of research: value orientations of modern teenagers.

Purpose of the study: to study the value orientations of modern teenagers.

In accordance with the goal, the following research objectives are defined:

1. Conduct an analysis of theoretical approaches to the concepts of “values” and “value orientations” of adolescents;

2. prove that adolescence is an important stage in the formation of values;

3. determine the methodology for conducting the study;

4. analyze the results obtained and generalize them;

5. identify factors influencing the value orientations of adolescents.

To study this topic, the literature of such authors as Lezhnina Yu.P., Islamova Z.B., Shchedrina E.V., Akhmedzhanova E.R. was studied. and others.

Chapter 1. Theoretical analysis of the concepts of “value” and “value orientations” of an individual

The values of each person are a whole world: complex, dynamic, contradictory. Value is for a person everything that has a certain significance, personal or social meaning for him. Values are ideas, ideals, goals to which a person and society strive. Values are combined into a system that changes with age and life circumstances. 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.

According to teenagers, values are what is important for a person, what he strives for throughout his life.

The formation of an individual’s personal value structure is the most important factor in the socialization process, through which a person becomes a full member of society in the entirety of social relationships.

What are value orientations? “Value orientations are the most important elements of the internal structure of a person, fixed by the life experience of the individual, the entire totality of his experiences and delimiting what is significant, essential for a given person, from the insignificant, unimportant.

The concept of value orientations was introduced in post-war social psychology as an analogue of the philosophical concept of values, but there is no clear distinction between these concepts.

Everyone can have their own value system, and in this value system, values are arranged in a certain hierarchical relationship. Depending on what specific values are included in the structure of a person’s value orientations, what is the combination of these values and the degree of greater or lesser preference for them relative to others, and the like, it is possible to determine what goals in life a person’s activity is aimed at. An analysis of the content side of the hierarchical structure of value orientations can also show to what extent the identified value orientations of students correspond to the social standard and how adequate the goals of education are.

Value orientations, being one of the central personal formations, express a person’s conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. The system of value orientations determines the content side of a person’s orientation and forms the basis of his views on the world around him, towards other people, towards himself, the basis of his worldview, the core of motivation and the “philosophy of life”. Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

Values exist as a multi-level system in which there are higher values - goal values and secondary values - means values. A person’s values form a system of his value orientations, i.e. system of the most important personality qualities. These value orientations determine a certain basis of consciousness and behavior of the individual, they determine its development and formation.

The system of moral value orientations as an ideal of education is an integrative personal education, expressed in the orientation of the individual towards the idea of humanism, revealed through the categories of dignity, responsibility, kindness, respect, sympathy, assistance, and is characterized by a transition from an emotionally positive assessment to an evaluative judgment that encourages activity person by its appropriation.

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.

Chapter 2. Adolescence is an important stage in the formation of values

The most interesting age, from the point of view of the formation of a system of value orientations of an individual, is adolescence. The boundaries of adolescence approximately coincide with the education of children in grades V – VIII of secondary school and cover the ages from 10 to 14 years, but the actual entry into adolescence may not coincide with the transition to grade V and occur a year earlier or later.

The special position of the teenage period in the development of a child is reflected in its names: “transitional”, “turning point”, “difficult”, “critical”. They document the complexity and importance of the developmental processes occurring at this age associated with the transition from one era of life to another. The transition from childhood to adulthood constitutes the main content and specific difference of all aspects of development during this period - physical, mental, moral, social.

In all directions, the formation of qualitatively new formations is taking place, elements of adulthood appear as a result of the restructuring of the body, self-awareness, relationships with adults and friends, methods of social interaction with them, interests, cognitive and educational activities, the content of moral and ethical standards that mediate behavior, activities and relationships .

Let us consider in more detail some of the main characteristics of adolescence in order to understand the mechanism of the formation of value orientations in this age period.

The first general pattern and acute problem of adolescence, as we have already noted, is the restructuring of relationships with parents, the transition from childhood dependence to relationships based on mutual respect and equality. Adolescence is called transitional age. The psychological state of adolescence is associated with two “turning points” of this age: psychophysiological - puberty, and everything connected with it, and social - the end of childhood, entry into the world of adults.

The first of these points is associated with internal hormonal and physiological changes, entailing bodily changes, unconscious sexual desire, as well as emotional and sensitive changes.

The second point - the end of childhood and the transition to the world of adults is associated with the development in the consciousness of a teenager of critical reflective thinking in a rational form. This is the defining state of a teenager’s psyche. It creates the main, leading contradiction in the life of a teenager.

Rational, i.e. formal, rigid logic controls the mind of a teenager. That’s right: it is not he who owns this logic, but it arises in his mind as a kind of coercive force. It requires an unambiguous answer and assessment to any question: true or false, yes or no. And this creates in the minds of a teenager a certain tendency towards maximalism, forces him to sacrifice friendship, becomes antagonistic in relationships with close people, since the diversity and inconsistency of reality and human relationships does not fit into the framework of rational logic, and he is ready to reject everything that does not correspond to this logic , since it is she who is the dominant force in his mind, the criterion of his judgments and assessments.

But, being equal in type of logic of thinking to an adult, in life experience and content of consciousness, a teenager remains still a child. Protesting against the lies, hypocrisy and domination of the adult world over him, he at the same time needs the warmth, affection, understanding, approval, and forgiveness of adults. Rejecting authority, a teenager needs authority - an adult whom he can completely trust. There is a tendency to isolate both from the world of childhood and from the world of adults to create their own world of peers, internally identical to each other.

The main contradiction of adolescence can be considered the contradiction between the rational form of the emergence of reflection in the consciousness of a teenager, which has become for him the leading form of a conscious attitude towards the world, and the impersonal world of adults, which does not fit into the framework of rationality, and at the same time proclaiming the rationality (consciousness) of its existence.

The importance of this issue is that almost every teenager, during adolescence, faces special difficulties and tries to find himself. Adolescence is the shortest period of life, but very important. And it is important to survive it without any special injuries.

The peculiarity and most valuable psychological acquisition of a teenager is the discovery of his inner world; during this period, problems of self-awareness and self-determination arise. Closely connected with the search for the meaning of life is the desire to know oneself, one’s abilities, possibilities, and the search for oneself in relationships with others. For a child, the only conscious reality is the external world, into which he projects his imagination. For a teenager, the external, physical world is only one of the possibilities of subjective experience, the focus of which is himself. Gaining the ability to immerse himself and enjoy his experiences, a teenager opens up a whole world of new feelings; he begins to perceive and comprehend his emotions no longer as derivatives of some external events, but as a state of his own “I”.

Discovering your inner world is a very important, joyful and exciting event, but it also causes many anxious and dramatic experiences. Along with the awareness of one’s uniqueness, uniqueness, and difference from others comes a feeling of loneliness. The teenage self is still uncertain and is often experienced as vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence, the need for communication grows and at the same time the selectivity of communication and the need for privacy increases. Awareness of one’s peculiarity and difference from others causes a feeling of loneliness or fear of loneliness that is very characteristic of early youth.

Thus, the formation of a system of value orientations of an individual is a subject of close attention and diverse study for various researchers. The study of such issues acquires particular importance in adolescence, since it is precisely this period of ontogenesis that is associated with the level of development of value orientations that ensures their functioning as a special system that has a decisive influence on the orientation of the individual, his active social position.

Chapter 3. Value orientations of a modern teenager

There are a large number of classifications and approaches to the study of value orientations. It can be argued that the definition of value orientations begins with an attempt to correlate them with other concepts. However, in each theoretical approach one can observe a certain, fixed set of values, which is structured by the individual's preference for each of them.

To identify the most important values for teenagers, I used the methodology of sociologist Milton Rokeach. The methodology he developed is based on direct ranking of a list of values. M. Rokeach distinguishes two classes of values:

Terminal - beliefs that the ultimate goal of individual existence is worth striving for. The stimulus material is represented by a set of 18 values.
Instrumental – beliefs that a certain course of action or personality trait is preferable in any situation. The stimulus material is also represented by a set of 18 values.

This division corresponds to the traditional division into values - goals and values - means.

A test was conducted among students in grades V-VIII, in which about one hundred and fifty teenagers participated.

After processing the testing data, values were grouped into content blocks based on different grounds.

The test results revealed the following patterns of development of terminal values: the values of personal life (love, health, friends, happy family life) are more significant for adolescents. According to the children, these values are the foundation of their future life.

To find out why these particular values are the most important for the guys, we conducted an interview. Here's what the teenagers responded:

- “Love brings peace and harmony.”

- “My whole life depends on health. Only a healthy person can truly live and enjoy life.”

- “Friends are those people whom you can always trust and tell about your most secret things.”

The values of self-realization (active active life, self-confidence, development, cognition, creativity) are also important for adolescents. That is, this indicates that teenagers are already setting significant goals for themselves. Self-realization of a teenager is a conscious and subjectively significant process of an individual disclosing his abilities and capabilities in activities and relationships. Self-realization of a teenager as a process involves: identifying oneself with others; openness to experience and its acceptance; diverse perception by the subject of sensory-given situations; creative nature of activity.

According to the guys themselves, self-realization helps a person to be self-confident and overcome any difficulties.

The values of professional self-realization (interesting work, public recognition) are of great importance for the children. Already for some sixth-graders, but more often for seventh and eighth-graders, independent activity takes on the character of self-education in a very specific direction and with a clear goal - to master the content that is necessary for their own activities in the future.

Less important for teenagers are values such as the happiness of others, the beauty of nature and art. In adolescence, children do not yet realize that sometimes making another person happy is even more important than their own well-being. Understanding this comes much later.

Instrumental values can also be classified into different groups. The most important values for adolescents are self-affirmation values: independence, responsibility, rationalism, self-control. Every person has the characteristic need to establish himself in the activity that he performs, the desire to achieve success in his own eyes and in the opinion of others. This is especially characteristic of a teenager, with his rapidly developing self-awareness and heightened sense of self-esteem.

Next in importance are the values of the business (executiveness, efficiency in business, open-mindedness, education). Already in adolescence, perseverance, will, and patience are developed. The main task of adults is to teach children to work festively in an ordinary everyday environment, to treat any work with respect, to be able to do any work, to see the need for labor operations, affairs, and professions that are unattractive at first glance.
And, of course, individualistic values are important for children: honesty, cheerfulness, accuracy, sensitivity.
Individualism is a moral trait that means satisfying personal needs without harming others. Moreover, such a person is often quite proactive and, under favorable conditions, succeeds.

Thus, taking Milton Rokeach’s methodology as a basis, I found out that among the terminal values, the most important are the values of personal life and self-realization. Among the instrumental values, the most significant for adolescents are the values of self-affirmation and business values.

Chapter 4. Factors influencing the formation of value orientations of adolescents

For this study, it was important to identify factors that influence the development of value orientations of adolescents. A survey was conducted among students in grades V - VIII, in which about one hundred and fifty students participated.

The results of the survey revealed that family comes first. 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. Subjective value judgments are formed, determined by significant relationships, character is formed, norms are learned, social qualities develop.

The most important thing for a teenager is the confidence that he is loved by his parents, that adults see his strengths and not just his weaknesses. We must remember that only the love of loved ones will help a growing child overcome the painful transitional period of adolescence, when a teenager becomes uncontrollable.

Based on the survey results, the school can be placed in second place. Studying plays a big role in a teenager’s life. Since he spends most of his time at school, it is correct to assume that within the walls of the school conditions are created for the development of his personality. The positive thing here is the teenager’s readiness for those types of educational activities that make him more mature in his own eyes. Such readiness may be one of the motives for learning. Independent forms of study become attractive for teenagers. This appeals to him and he learns ways of acting more easily when the teacher only helps him.

Of course, interest in a subject is largely related to the quality of teaching. Of great importance is the teacher’s presentation of the material, the ability to explain the material in an engaging and intelligible manner, which activates interest and enhances learning motivation. Gradually, on the basis of cognitive needs, stable cognitive interests are formed, leading to a positive attitude in general. At this age, new motives for learning arise related to the awareness of life prospects, one’s place in the future, professional intentions, and ideals. Knowledge is the value that provides a teenager with an expansion of his own consciousness and a significant place among his peers.

School education, along with the cognitive function (transferring to the child a system of scientific knowledge about the surrounding reality, as well as equipping him with methods of scientific knowledge), must implement a psychological function (formation of the subjective world of the individual). In relation to the tasks of intellectual education, this means that the goal of the educational process is not just mastering the school course, but enriching the student’s intellect.

The teacher plays a large role in the formation of personality. He is the organizer of the life and activities of students. By selecting the content and forms of organizing educational and extracurricular activities for specific classes, the teacher needs to achieve the goal of education. Organizing students in both the educational and extracurricular processes, the teacher constantly interacts with them, communication between the teacher and students, in which he acts not only as a bearer of a social function, but also as a specific person - an integral part of pedagogical activity. Through communication, the teacher receives particularly important information about the student’s personality. This allows not only to record the brightest and most pronounced external manifestations of personality, but also small, seemingly insignificant facts. But they can be symptoms of the manifestation of important internal processes, very significant for understanding the personality.

Thus, school is one of the driving forces in the development of a child’s personality, which is carried out through the process of education and upbringing.

Self-development also has a significant influence on the formation of value orientations. According to teenagers, self-development helps them establish themselves in society, make all their dreams come true, consciously overcome obstacles and force themselves to do things they don’t want to do. Most students in grades VII-VIII are already engaged in self-development, but not all of them are systematic and planned. However, it is fundamentally important that it appeared. The most important new moment in the development of personality in adolescence is that the subject of the teenager’s activity becomes himself: he restrains himself in some things, breaks others, and creates others anew. He begins to influence himself, to create himself, focusing on certain patterns and specific personally significant goals and objectives related to the needs of today and the future. Through self-development and self-education, a teenager expands the possibilities of his development and prepares himself for the future. Although he is very absorbed in the present, he is also focused on the future. The emergence of such aspiration and activity aimed at changing oneself in order to acquire new qualities is specific to adolescence and means a transition to a qualitatively new stage in personal development. This is a process of conscious development, controlled by the personality itself, in which, for the subjective purposes and interests of the personality itself, its qualities and abilities are purposefully formed and developed. Students must believe that their success depends more on effort and not just on their natural ability. They must take more responsibility for their own learning. They themselves will be able to comprehend the meaning of the recognizable through the ability to reflect, ask substantive questions, grasp relationships, identify patterns, solve problems, make good decisions, understand and appreciate diversity, work collaboratively with others, take risks and manage situations. The emphasis will be not on memorizing facts, but on the ability to think critically and creatively.

Throughout life we have to make many different decisions, for example regarding education, choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his problems himself. But often, due to lack of experience, he fails or makes a mistake that is then difficult to correct. Teenagers tend to focus on the immediate results of their decisions, while parents pay more attention to their future consequences. As long as most actions concern only the teenager himself and do not affect the people around him, it is easier for him to cope with problems. A teenager can already assess the situation himself, make decisions, take into account the consequences, understand his responsibility to himself and other people, evaluate his actions for his own self-education, which helps him in the future to come out of difficult situations with honor. He is constantly learning this.

Also, the role of the media plays a role in the formation of value orientations: by receiving a large amount of information, adolescents not only expand their cognitive abilities, but also increase their creative potential.

Thus, the survey data showed that the formation of value orientations of adolescents is influenced by many factors. According to teenagers themselves, family, school, self-development and the media have the greatest influence on the formation of their value orientations.

CONCLUSION

Value orientations are the most important elements of the internal structure of a personality, fixed by the life experience of the individual, the totality of his experiences. They distinguish what is essential and important for a given person from what is unimportant. Because of this, value orientations are an important factor determining the motivation of an individual’s actions and actions. Value orientations are an internal component of an individual’s self-awareness, which influences the motives, interests, attitudes, and needs of the individual.

Awareness of what is a value is one of the most important and decisive factors that predetermine personal development.

The problem of forming value orientations acquires particular relevance in adolescence. For the first time, a teenager awakens interest in his inner world, which manifests itself in self-deepening and reflection on his own experiences, thoughts, the crisis of the previous, childish attitude towards himself and the world, negativism, uncertainty, and the collapse of authority. During adolescence, a transition from consciousness to self-awareness occurs, and the personality “crystallizes.”

Using Milton Rokeach’s methodology as a basis, I found out that among the terminal values, the most important are the values of personal life and self-realization. Among the instrumental values, the most significant for adolescents are the values of self-affirmation and business values. The main factors influencing the formation of value orientations are family, school, self-development, and the media.

APPENDIX No. 1

METHODOLOGY "VALUE ORIENTATIONS" (M. Rokeach)

List A (terminal values): (put the numbers in order of importance)

1 – active active life (fullness and emotional richness of life);

2-life wisdom (maturity of judgment and common sense, achieved through life experience);

3– health (physical and mental);

4 – interesting work;

5 – beauty of nature and art (experience of beauty in nature and art); 6– love (spiritual and physical intimacy with a loved one);

7– financially secure life (no financial difficulties);

8– having good and loyal friends;

9– public recognition (respect for others, the team, fellow workers);

10– cognition (the opportunity to expand one’s education, horizons, general culture, intellectual development);

11 – productive life (maximum full use of one’s capabilities, strengths and abilities);

12– development (work on oneself, constant physical and spiritual improvement);

13– entertainment (pleasant, easy pastime, lack of responsibilities);

14 – freedom (independence, independence in judgments and actions);

15 – happy family life;

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

17– creativity (possibility of creative activity);

18 – self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

1– neatness (cleanliness), the ability to keep things in order, order in affairs;

2– good manners (good manners);

3– high demands (high requirements for life and high aspirations);

4– cheerfulness (sense of humor);

5 – diligence (discipline);

6 – independence (ability to act independently, decisively);

7 – intolerance to shortcomings in oneself and others;

8– education (breadth of knowledge, high general culture);

9– responsibility (sense of duty, ability to keep one’s word);

10– rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions);

11– self-control (restraint, self-discipline);

12 – courage in defending one’s opinions and views;

13– strong will (the ability to insist on one’s own, not to give up in the face of difficulties);

14– tolerance (towards the views and opinions of others, the ability to forgive others for their mistakes and delusions);

15 – breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits);

16– honesty (truthfulness, sincerity);

17– efficiency in business (hard work, productivity at work); 18– sensitivity (caringness).

Appendix No. 2

Terminal values of adolescents. Testing.

Assets

Naya deya

tel

new life

Life

nya wisdom

growth

Zdo

Rovie

Inte

woodwork

Kra

cell at

childbirth

Liu

damn

Obes

liver

new life

having good and loyal friends

Society

recognized

tion

Poznan

tion

About

ductive

new life

Develop

tie

Development

Leche

nia

its

gore

Happy

pouring families

new life;

NAV

est other

gee

Creation

Honest

Uwe

Ren

self-confidence

5 a

results

1.Health

2.Happy family life

3. Love

4. Having good and loyal friends

5.Cognition

6. Development

7. Self-confidence

8.Creativity

9. Active active life

10. Social recognition

11. Interesting job

12.Prosperous life

13. Productive life

14. Life wisdom

15. Entertainment

16.The beauty of nature

17. Freedom

18 The happiness of others

Instrumental values of adolescents

Accura

strength

Raised

ness

High

requests

Life

Radost

ness

Execute

activity

regardless

bridge

Don't accept

Ricity

Kklack

cam

Image

bath

Responsibility

validity

Diet

ism

Self

control

Sme

lost

Tver

Yes I

will

Be patient

bridge

Open-mindedness

honesty

Effect. IN

affairs

sensitivity

5 a

results

1.Independence

2.Responsibility

3.Self-control

4. Rationalism

5. Execution

6.Breadth of mind

7. Efficiency in business

8. Open-mindedness

9. Accuracy

10. Sensitivity

11. Strong will

12..Education

13. Honesty.

14.Good manners

15.Courage in defending your opinion

16.High demands

17.Tolerance

18. Intransigence towards the shortcomings of others

Appendix No. 3

Questions for surveys and interviews

1.What are values?

2. What values are important to you and why?

3. What influences most of all the formation of your value orientations?

Bibliography

Akhmedzhanov E.R. “Psychological tests”, M.: “List”, 1996.
Volkov B.S. “Age psychology”, M.: “Vlados”, 2005.
Islamova Z.B. “Self-affirmation of adolescents in the process of education and training”
Krylova A.A. "Psychology", M., 2008.
Lezhnina Yu.P. “Family in value orientations”, Socis magazine No. 12, 2009.
Obukhova L.F. "Age psychology", Moscow, 2004.
Shchedrina E.V. “Questions from psychologists”, Pedagogy magazine. 2009
Platonov Yu.P. “Social psychology of behavior” St. Petersburg: “Peter”, 2006

Internet resources

http://www.sunhome.ru/psychology/11736
http://www.psy-files.ru/ 2006/11/21/metodika_cennostnye_orientacii_m_rokicha.html
http://festival.1september.ru/articles/502850/
http://planetadisser.com/see/dis_217378.html

annotation

to the work “Value orientations of modern teenagers”

The study of the system of value orientations of adolescents seems to be a particularly pressing problem in a situation of serious social changes, when many values are destroyed and social structures of norms disappear.

The purpose of the research work is to study the value orientations of a modern teenager. In accordance with the goal, the following research objectives are defined:

- analyze theoretical approaches to the concepts of “values” and “value orientations” of adolescents;

- prove that adolescence is an important stage in the formation of values;

- determine the methodology for conducting the research;

- analyze the results obtained and generalize them;

- identify factors influencing the value orientations of adolescents.

The tasks were solved using a combination of the following methods:

- analysis of educational and scientific literature on the research topic;

- method of systematizing theoretical material;

-testing method

- questionnaire method

The object of the study is a modern teenager. Subject of research: value orientations of modern teenagers.

In the process of working on this topic, the author analyzed various sources, found out the definition of such concepts as “values” and “value orientations.” Using testing using the Milton Rokeach method and questioning teenagers, the author found out what values are a priority for modern teenagers, and concluded own methodology for ranking values, found out exactly what factors influence the formation of value orientations of adolescents.

Ministry of Education and Science R.F.

Federal Education Agency

State educational institution of higher professional education

Nizhny Tagil State Social Pedagogical Academy

Department of Psychology

Course work

Value orientations of adolescents.

Completed by: Efimova O. S.

FLF student, group 31.

Checked by: Kuznetsova E.N.

Candidate of Psychological Sciences

Nizhny Tagil, 2011

Introduction……………………………………………………………...3

Chapter 1 . Theoretical aspects of the formation of value orientations of adolescents……………………………………………………5

Brief characteristics of adolescence…………5

Approaches to the study of value orientations of adolescents…………………………………………………………………………………14

Formation of personal value orientations……….17

Conclusions on the chapter……………………………………………………23

Chapter 2. Experimental study of value orientations of adolescents…………………………………………………………………………………25

2.1. Description and justification of research methods…………….25

2.2. Analysis of the results of the experimental study…..29

Conclusions………………………………………………………..31

Literature………………………………………………………..33

Introduction

The modern educational situation is characterized by humanization and humanitarization of training and education, orientation towards the development of a holistic, diversified personality, capable of self-determination in the diversity of prospects opening up in it. One of the integral processes in enhancing the humanization of education is its axiologization - saturation with value-based, important content components that play a significant role in the formation of a worldview and in the spiritual development of a student. However, the main influence in adolescence on the formation of personality is exerted not so much by the content of education itself, but by the methods and technologies of teaching and upbringing, the nature and style of pedagogical communication. It is also impossible not to take into account the influence of the teenager’s own subjectivity, social environment and heredity.

The problem of developing value orientations is interdisciplinary and has a rich history of development. It was studied by philosophers: N.A. Berdyaev, N.O. Losskiy, A.A. Losev, M. Kagan, sociologists: W. Thomas, F. Znamensky, M. Weber, psychologists: A.N. Leontyev, S.L. Rubinshtein V.N. Myasishchev and B.G. Ananyev, L.I. Bozhovich and teachers: V.A. Karakovsky, V.A. Slastenin, I.Ya Lerner, I.L. Fedotenko. Despite the significant literary material on the problem, such an aspect as the development of value orientations of adolescents remained outside the field of view of scientists.

The relevance of the chosen problem in the scientific aspect is determined by the need to consider the influence of pedagogical communication with teenagers on the development of an emotional and value-based attitude to spirituality, human culture and history, to knowledge as such, culture.

Object - teenagers 14 - 15 years old.

The subject of the study is the system of value orientations of adolescents aged 14–15 years.

The goal is to study the system of value orientations of adolescents.

Based on the analysis of psychological and pedagogical literature, reveal the theoretical aspects of the value orientations of adolescents.

Conduct an experimental study and analyze the results obtained.

Based on the results of the study, draw a conclusion about the nature of the value orientations of adolescents.

Chapter 1. Theoretical aspects of the formation of value orientations of adolescents.

Brief characteristics of adolescence.

In psychology, middle school age is usually called adolescence or adolescence. Its boundaries cover ages from 9-11 to 14-15 years. Adolescence is the period of life between childhood and adulthood. However, even this simple definition contains a problem: while the beginning of puberty can be determined with sufficient clarity using biological criteria, the same cannot be said about its end. Adolescence ends when the individual reaches social and emotional maturity and gains the experience, ability and desire to take on the role of an adult, expressed in a wide range of actions - as defined by the culture in which he lives.

The age of adolescence, being one of the most difficult periods of human development, largely determines the further development of the subject.

The most important factor in the development of a teenager’s personality is his own great social activity, aimed at assimilating certain patterns and values, at building satisfying relationships with adults and peers, and, finally, at himself.

Comparing himself with an adult, a teenager comes to the conclusion that there is no particular difference between him and an adult. He begins to demand from those around him that he no longer be considered small; he realizes that he also has rights. The central new development of this age is the emergence of the idea of oneself as not a child; the teenager begins to feel like an adult, strives to be and be considered an adult, he rejects his belonging to the world of children, but he still does not have a feeling of genuine, full-fledged adulthood, but there is a huge need for recognition of his adulthood by others.

The process of formation of neoplasms is extended over time and can occur unevenly, which is why both the child and the adult simultaneously exist in a teenager. In his social development situation, there are 2 trends: 1) inhibiting the development of adulthood (preoccupation with school studies, lack of other permanent and socially significant responsibilities, financial dependence and parental care, etc.); 2) maturing (acceleration, some independence, subjective feeling of adulthood, etc.). This creates a huge variety of individual development options during adolescence. A teacher can, for example, in the 7th grade discover schoolchildren with a childish appearance and interests, but also almost adult teenagers who have already become familiar with some aspects of adult life (and often flaunt this). In any middle class (V-VIII) there are intellectuals who are engaged in self-education and are professionally determined, but there are also those who are not able to independently master even the educational material.

Adolescence opens with a crisis, for which the entire period is often called critical, a turning point. The crisis is associated with numerous qualitative changes in development, often in the nature of a radical break in the child’s previous characteristics, interests and relationships. These shifts occur in a relatively short period of time, which gives the impression of an unexpected leap, a breakdown. Changes in mental development are often accompanied by the emergence of significant subjective difficulties of various kinds in the teenager himself and difficulties in his upbringing and communication with him. At this time, the teenager does not give in to the disciplinary influences of adults and becomes disobedient, impudent, stubborn, and rude. Demonstrative protest reactions, negativism, and obstinacy are typical for him. He becomes secretive, withdrawn, and distrustful.

In the development of the idea that adolescence is a period of a child’s search for his place in society, penetration into the social life of adults, a special role belongs to K. Levin. He was the first to put the problem of a teenager in the context of social psychology: a teenager who has left the world of children and has not reached the world of adults finds himself between social groups, restless, which gives rise to a special teenage subculture.

L.S. did not ignore adolescence either. Vygotsky, who posed new problems in the study of adolescence - the need to highlight the main new formation in the consciousness of a teenager and to clarify the features of the social situation of development. Such a central and age-specific new formation is the emerging idea of oneself as no longer a child: he begins to feel like an adult, strives to be and be considered an adult. The uniqueness of this feature, called the feeling of adulthood, lies in the fact that the teenager rejects his belonging to children, but there is no full adulthood yet, although there is a need for recognition of his adulthood by others.

The basis of this feeling of adulthood is both the awareness of physiological changes in one’s own body and the subjective experience of social changes (in particular, in relationships with parents). L.S. Vygotsky wrote that if at the beginning the phase of development of interests is under the sign of romantic aspirations, then the end of the phase is marked by a realistic and practical choice of one most stable interest, for the most part directly related to the main life line chosen by the teenager.

He paid special attention to the development of thinking in adolescence. The main thing in it is the teenager’s mastery of the process of concept formation, which leads to a higher form of intellectual activity and new ways of behavior. According to L.S. Vygotsky, the function of concept formation underlies all intellectual changes at this age.

Important changes are also taking place in the development of imagination. Under the influence of abstract thinking, the imagination goes into the realm of fantasy, which turns into an intimate sphere, hidden from others, which is a form of thinking exclusively for oneself. The teenager hides his fantasies as a deepest secret and is more willing to admit his misdeeds than to reveal his fantasies.

Changes also occur in the organization of memory. Semantic, logical memory comes first. This is the result of the integration of thinking and memory: memory becomes meaningful to a much greater extent than in a younger schoolchild. Other types of mnemonic processes experience mostly quantitative changes during this period.

L.S. Vygotsky also described two more new developments of adolescence - the development of reflection and, on its basis, the development of self-awareness. The development of reflection is not limited only to internal changes in the personality itself; in connection with the emergence of self-awareness, an immeasurably wider and deeper understanding of other people becomes possible for a teenager. The development of self-awareness, like no other aspect of mental life, as L.S. believed. Vygotsky, depends on the cultural content of the environment.

In the concept of D.B. Elkonin, adolescence is associated with neoplasms arising from the leading activities of the previous period. Educational activity produces a turn from a focus on the world to a focus on oneself.

Peculiarities of adolescent development are manifested in the following symptoms: 1) difficulties arise again in relationships with adults: negativism, stubbornness, indifference to assessing success, leaving school because the main thing for the child now happens outside of school; 2) children's company (searching for a friend, searching for someone who can understand you); 3) the child begins to keep a diary. All this means the child turns to himself. In all symptoms there is the question “Who am I?”

Despite the fact that adolescence is traditionally associated with puberty, D.B. Elkonin believes that self-change arises and begins to be realized first psychologically as a result of the development of educational activity and is only reinforced by physical changes. This makes turning towards yourself even more intimate.

The desire to be an adult causes resistance from reality. It turns out that the child cannot yet occupy any place in the system of relations with adults, and he finds his place in the children's community. Adolescence is characterized by the dominance of the children's community over adults. This is where a new social development situation emerges. The ideal form is what a child masters at this age, with which he actually interacts, this is the area of moral norms on the basis of which social relationships are built. Communication with your peers is the leading type of activity at this time. It is here that the norms of social behavior and moral norms are mastered, and here relations of equality and respect for each other are established. If a teenager at school cannot find a system of satisfying communication, he often leaves school, of course, more often psychologically, although not so rarely literally.

Educational activity recedes into the background in adolescence, and the center of life moves to the activity of communication. The main life at school takes place during breaks. The relationship with the teacher also changes: the place that the child occupies within the team becomes more important than the teacher’s assessment. In communication, a person is treated precisely as a person, and it is through this that social norms of relationships are mastered, self-awareness and self-control are formed.

During adolescence, significant changes occur in various areas of the psyche. In particular, important changes concern motivation, in which motives associated with worldview and plans for future life come to the fore. At this age, most moral standards are assimilated, and the process of self-determination begins.

Describing adolescence as a period of stress, anxiety, and conflict has a long history. A similar idea of this age was first found in J.-J. Rousseau, then in the German romantics, whose storm and stress was introduced by S. Hall into age psychology. For psychoanalysis, pubertal blossoming is associated with the inevitable revival of conflicts of the Oedipus complex; With the onset of adolescence, all problems reflecting incestuous desires for a parent of the opposite sex become more active. In order to restore the balance and attitude towards parental images, upended by this retreat to the period of the Oedipus complex, the teenager, for the purpose of self-affirmation, is forced to abandon identification with his parents.

School and learning still occupy a large place in the life of a teenager, but socially useful activities take the leading role, in which his need for self-determination, self-expression, and recognition by adults of his activity is realized (participation in sports, creative clubs, sections, etc.) electives, visiting studios, participating in youth public organizations, etc.). Different authors put different meanings into the concept of socially beneficial activity. Some believe that this is an activity aimed at meeting the needs of other people, the team and society as a whole, others believe that any activity performed for the team or society acquires a socially beneficial character. Still others think that this is an activity that excludes production goals and has only educational goals. All this is due to the fact that adolescence is sensitive to that aspect of activity that concerns relationships with people, the assimilation of norms, rules, and models of these relationships.

In adolescence, when a child actively strives to communicate with peers and adults and seeks his place in social reality, socially useful activities become the zone of proximal development that includes adolescents in qualitatively new relationships with society.

At the beginning of adolescence, contradictions are especially likely to arise caused by the inflexible behavior of parents and the teenager’s monstrous claims to adulthood. Conflicts that arise at this time can become chronic if adults do not change their attitude towards the child. It is curious that studies of the image of adolescents in the parents’ minds often contain ideas about their own adolescence and are colored romantically. Conflict relationships favor the development of adaptive forms of behavior and emancipation of a teenager. Alienation and a belief in the injustice of adults appear, which are fueled by the idea that the adult does not understand him and cannot understand him. On this basis, a conscious non-acceptance of the adult’s demands, assessments, and views may arise, and he may generally lose the opportunity to influence the teenager.

The more a teenager is dissatisfied with relationships with adults, the more intense his communication with peers and the stronger their influence on him. The reason for this is the fundamentally different position of a teenager in systems of communication with adults and peers.

In adolescence, relationships of varying degrees of closeness are formed: there are simply comrades, close acquaintances, friends, a friend. Communication with them at this time goes beyond the boundaries of school and becomes an independent important sphere of life. Communication with peers is of great value for a teenager, sometimes relegating study and communication with family to the background. Mothers are usually the first to notice such distance between children.

A change in activity and the development of communication also rebuild the cognitive and intellectual sphere of a teenager. First of all, researchers note a decrease in the teenager’s absorption in learning.

The content of the concept of teaching also expands in adolescence. It introduces an element of independent intellectual work aimed at satisfying individual intellectual needs that go beyond the scope of the curriculum. For some teenagers, acquiring knowledge becomes subjectively necessary and important for the present and preparation for the future.

It is in adolescence that new motives for learning appear, associated with the formation of life perspective and professional intentions, ideals and self-awareness. For many, learning acquires a personal meaning and turns into self-education.

In adolescence, elements of theoretical thinking begin to form. Its specific quality is the ability to reason hypothetico-deductively (from the general to the particular), i.e. based on the same general premises by constructing hypotheses and testing them. Here everything goes on a verbal level, and the content of theoretical thinking is utterance in words or other sign systems.

Of course, not all teenagers reach the same level in the development of thinking. In general, a teenager’s thinking is characterized by: 1) awareness of his own intellectual operations and management of them; 2) speech becomes more controlled and manageable; 3) intellectualization of perception processes; 4) formation of a mindset for reflection.

Adolescence is also characterized by the fact that at this time the first professional orientation of interests and life plans appears.

The most significant changes occur in adolescence in the personal sphere. The first thing that catches your eye here is the formation of the traits of adulthood, the feeling of adulthood.

The so-called body image plays a central role in the development of personality. The speed with which somatic changes occur breaks the child's image and requires the construction of a new bodily self. These changes accelerate the change in psychological positions that the teenager must make; the onset of physical maturity, obvious both to the teenager himself and to his environment, makes it impossible to maintain child status.

Research shows that at this time the level of anxiety, preoccupation and dissatisfaction with one's appearance increases sharply.

1.2 Approaches to the study of value orientations of adolescents

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 are to hide unseemly intentions, and beautiful appearance is spiritual ugliness.

The category “value orientation” is the focus in which the points of view of the branches of scientific knowledge on personality converge. All the basic concepts that were developed in philosophy, sociology, social psychology, and pedagogy are associated with it.

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.

In modern conditions, the process of forming the value orientations of the younger generation occurs 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.

1.3 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.

Value orientation includes three components:

1. cognitive, or semantic, in which the social experience of the individual is concentrated. On its basis, scientific knowledge of reality is carried out, contributing to the formation of a value attitude;

2. emotional, which presupposes the individual’s experience of his attitude to these values and determines the personal meaning of this attitude;

3. behavioral, based on the results of the interaction of the first two components. Thanks to the knowledge of reality and its value experience, the subject develops a readiness to act, to carry out his plans in accordance with a well-thought-out plan.

Value orientations are the result of internal and external interaction in the process of personality development, a subjective reflection of the objective world in the mind of a particular individual. Being conscious, values play a huge role in determining the direction of an individual, his orientation in the social environment.

A teenager’s value orientations are formed gradually in the process of his socialization through the penetration of social information into the child’s individual psychological world. The formation of a system of value orientations is a process of personality formation, and this system is a means of realizing certain social goals.

The mechanism of value orientation is implemented as follows: need - interest - attitude - value orientation. Interest is a conscious need, an attitude is a predisposition to a certain assessment based on the social experience acquired by an individual in relation to certain social phenomena, and a willingness to act in accordance with this assessment. Value orientation is perceived as the general orientation of the consciousness and command of the individual.

Value orientations are determined by consciousness or subconscious and are formed in the course of gaining personal experience. In their formed state, they represent an individual hierarchical set of values that determine the orientation of the individual and the selectivity of his behavior.

The process of forming value orientations is graphically presented in the form of a model.

Model of the formation of value orientations

In understanding the characteristics of social development and the nature of the socialization process, the stage of adolescence occupies a special place. It is considered as a specific pubertal period, characterized by the special dynamics of “living out the previous phase of development” and the formation of a new system of life orientations. That is why the disclosure of structural and content characteristics, trends, factors, conditions that determine the process of socialization of a teenager, the formation of his social position, and self-determination remains relevant.

A characteristic feature of adolescence is the formation of a special type of youth subculture, which is influenced by the fundamental mechanisms of cultural transformation of a new type of value-normative models.

Psychologist B. Bitinas, when analyzing the mechanisms of formation of value orientations, shows the role of free upbringing, fixed social attitudes, and beliefs. Interiorization is understood as the process of transforming social ideas as a specific experience of humanity into ones that encourage it to positive actions and restrain it from negative ones. Consequently, interiorization is not only the assimilation of social norms, but also the formation of these ideas as dominants, regulators of human life. Social ideas are considered internalized when they take possession of a person. Thus, the process of forming value orientations is a process of translating objective values into subjective, personally significant ones.

The task arises of forming in the child unconscious driving forces of prosocial behavior and internal “brakes” that restrain negative behavior. This is the basis for the concept of free upbringing, which renounces coercion, but only on the condition that unconscious internal regulators of the child’s behavior are formed.

The most significant thing for a teenager is personal participation in socially significant events. At the same time, B. Bitinas notes that in adolescence, it is not so much the social ideas themselves that are important, but the emotional attitude of adults to these ideas and the construction of behavior on this attitude. In early adolescence, the pleasure experienced due to the right action and the suffering due to wrongdoing come to the fore. With a negative emotional experience, a negative position of the individual is formed. Thus, it has been established that in unfavorable families, children experience practically no positive experiences, and this is the main reason for the formation of their negative position. Creating conditions for positive emotional experiences creates favorable preconditions for changes in a negative position.

The upbringing process is structured so that for a teenager it acts as a satisfaction of his personal needs, interests, as a process of self-realization.

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.

The orientation process presupposes the presence of three interconnected phases that ensure development. Assignment phase The personality of the values of society, as it functions, produces a value attitude - value orientations and a hierarchical system of value orientations. Conversion phase , based on assigned values, it ensures the transformation of the self-image, which develops in the interaction “I-real” - “I-ideal” - “life ideal”. Forecast phase - the final one ensures the formation of the individual’s life perspective as a criterion of orientation.

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

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

3. The effectiveness of value orientations.

Developed value orientations are a sign of a person’s maturity, an indicator of the degree of his sociality. A stable and consistent structure of value orientations determines the development of such personality qualities as integrity, reliability, loyalty to certain principles and ideals, and active life position. Contradiction generates inconsistency in behavior. The underdevelopment of value orientations is a sign of infantilism, which is especially noticeable among the younger generation.

Chapter Conclusions

The formation of a system of value orientations of adolescents is a subject of close attention and diverse study for various researchers. The study of such issues acquires particular importance in adolescence, since it is precisely this period of ontogenesis that is associated with the level of development of value orientations that ensures their functioning as a special system that has a decisive influence on the orientation of the individual, his active social position.

Values largely determine a person’s worldview. As an element of the personality structure, value orientations represent the unity of thoughts, feelings, and practical behavior. The entire past life experience of an individual participates in the formation of value orientations. The psychological basis of his value orientations is the diverse structure of needs, motives, interests, ideals, beliefs and, accordingly, values are unstable and change in the process of activity.

Thus, significant changes in the life of society are reflected in the formation of value orientations of modern adolescents, which is manifested in the predominance of values associated with the individual, personal life of a particular person, as well as in the significant variability of individual systems of value orientations.

The spiritual world of a person can be judged by the achievement of what goals she directs her efforts, what objects are the most significant for her, i.e. value orientations act as a general indicator of the orientation of interests, needs, requests of an individual, social position and level of spiritual development. The path and prospects for the development of our society depend on what values will be formed among teenagers today, on how ready they will be for a new type of social relations.

Chapter 2. Experimental study of value orientations of adolescents

2.1. Description and justification of research methods

Participants in the study were a group of 14-15 year old teenagers (9th grade at school No. 64) of 22 people. Of these, 14 are girls and 8 are boys.

The study of value orientations of adolescents was carried out according to the method of M. Rokeach.

Rokeach's "Value Orientations" Methodology

The system of value orientations determines the substantive side of a person’s orientation and forms the basis of his relationship to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life, the basis of his life concept and “philosophy of life.” The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values; its result strongly depends on the adequacy of the subject’s self-esteem. Therefore, data obtained using the Rokeach test are usually supported by data from other methods.

M. Rokeach distinguishes two classes of values: terminal - the belief that the ultimate goal of individual existence is worth striving for; instrumental - beliefs that a certain course of action or personality trait is preferable in any situation. This division corresponds to the traditional division into values - goals and values - means.

Before the start of testing, the children were given instructions: “Now you will be presented with a set of 18 cards with the designation of values “T” (terminal values) and 18 cards with the designation of values “I” (instrumental values). Your task is to arrange them in order of importance for you as the 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. The end result should reflect your true position."

Processing of the obtained results was carried out for each value separately for all participants; for each value separately for girls and boys. To determine the content of types of value orientations, factor or taxonomic analysis is usually used. Here we used the latter - grouping data according to similar characteristics and carried out the following procedure for processing the received materials. Taking the results of students ranking the proposed values depending on the degree of their differentiation, we identified those schoolchildren whose assessments of the same values coincided. The minimum number turned out to be a coincidence on 12 values with a discrepancy of one of them by one point. Having grouped the ranking results on this basis, we calculated the average score for each of the eighteen values. The average score is determined by dividing the sum of all grades for this value by the number of students in this group.

Average indicators of the importance of types of values according to M. Rokeach’s method in a group of 9th graders

List of "terminal values"	For the group as a whole	girls	young men
Active, active life
Health
The beauty of nature and art
Financially secure life
Calm in the country, peace
Cognition, intellectual development
Independence of judgments and assessments
Happy family life
Self confidence
Life wisdom
Interesting job

Having loyal and good friends
Public acceptance
Equality (in opportunity)
Freedom of behavior and action
Creative activity
Getting pleasure
Accuracy
Cheerfulness
Intransigence towards one's own and others' shortcomings
Responsibility
Self-control
Courage to stand up for your opinion
Tolerance for the opinions of others
Honesty
Good manners
Performance
Rationalism (the ability to make thoughtful decisions)
Hard work
High demands
Independence
Education
Strong will
Open-mindedness
Sensitivity

2.2 Research results

Analysis of data obtained from the M. Rokeach test revealed certain gender differences in determining the life values of adolescents.

Girls gave the first places to such values as “happy family life (4.55), “interesting work” (4.35), “love” (4.26).

The leading position is occupied by such values as “health” (4.20), “good and faithful friends” (4.00).

Middle places in the hierarchy of values are assigned to: “active life activity” (3.80), “equality” (3.75), “cognition and intellectual development” (3.60), “material support for life” (3.45).

The least significant values for girls were “creative activity” (3.35) and “social recognition” (3.25).

Other values do not determine girls’ life position.

Boys showed a greater focus on “interesting work” (4.55) and “good and loyal friends” (4.45).

Among the leading values that define the core of values for boys in this group are “cognition” (4.35), “health” (4.28), and “self-confidence” (4.23).

“Happy family life” (3.75), “love” (3.65), “active active life” (3.50) are also highly rated.

Boys consider such values as “beauty of nature” (3.20), “creative activity” (3.10), “peace in the country” (3.00) to be of little value.

In general, for the group of teenagers at the beginning of the school year, values were distributed as follows:

The most significant terminal values are “interesting work” (4.42), “happy family life” (4.35), “having good and loyal friends” (4.22), “health” (4.14).

The least significant values are “tranquility in the country, peace” (3.15), “getting pleasure” (3.12), “social recognition” (3.10).

Analysis of data on “instrumental values” showed that in this group of adolescents the highest rank is occupied by “cheerfulness, “education,” “honesty,” and “rationalism.”

Conclusion

In the course of our work, we achieved the goals set at the beginning of the study. We studied the literature on the research topic and considered the theoretical aspects of the problem.

We selected a methodology for studying value orientations in adolescents.

We analyzed the research results and formulated conclusions.

We conducted a theoretical analysis of the literature on the research problem, and according to this analysis, we identified the definition of the concept of value orientations. Value is the significance of something in the world for a person, and only recognized value is capable of performing the most important value function - the function of a guideline for behavior. Value orientation reveals itself in a certain direction of consciousness and behavior, manifested in socially significant deeds and actions.

During the study, it was revealed that in terms of the importance of life values, girls gave first place to such values as “happy family life”, “interesting work”, “love”.

The leading position is occupied by such values as “health”, “good and true friends”.

The boys showed a greater focus on “interesting work” and “good and loyal friends.”

Among the leading values that define the core of values for boys in this group are “cognition,” “health,” and “self-confidence.”

In the hierarchy instrumental values The following values are absolutely dominant:

1) cheerfulness (sense of humor);

2) education;

3) honesty;

4) rationalism.

Thus, the tasks posed in the work were successfully implemented during the experimental study.

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