2 results
Search Results
Now showing 1 - 2 of 2
Article Citation - WoS: 1797Citation - Scopus: 1931Refining the Theory of Basic Individual Values(Amer Psychological Assoc, 2012) Schwartz, Shalom H.; Cieciuch, Jan; Vecchione, Michele; Davidov, Eldad; Fischer, Ronald; Beierlein, Constanze; Konty, MarkWe propose a refined theory of basic individual values intended to provide greater heuristic and explanatory power than the original theory of 10 values (Schwartz, 1992). The refined theory more accurately expresses the central assumption of the original theory that research has largely ignored: Values form a circular motivational continuum. The theory defines and orders 19 values on the continuum based on their compatible and conflicting motivations, expression of self-protection versus growth, and personal versus social focus. We assess the theory with a new instrument in 15 samples from 10 countries (N = 6,059). Confirmatory factor and multidimensional scaling analyses support discrimination of the 19 values, confirming the refined theory. Multidimensional scaling analyses largely support the predicted motivational order of the values. Analyses of predictive validity demonstrate that the refined values theory provides greater and more precise insight into the value underpinnings of beliefs. Each value correlates uniquely with external variables.Article Citation - WoS: 1Citation - Scopus: 2A Comparison of Human Values Among Students From Postcommunist Turkic Republics and Turkey(Sage Publications inc, 2013) Dirilen-Gumus, Ozlem; Sumer, NebiThis study aims to compare the value structure of university students from postcommunist Turkic republics and Turkey within the framework of Schwartz and Bardi's (1997) acclimation and compensation hypothesis. Participants from four Turkic republics (N = 269; Turkmenistan, Kyrgyzstan, Kazakhstan, and Azerbaijan) and Turkey (N = 286) completed the Portrait Values Questionnaire. The results indicated that students from postcommunist countries reported higher levels of embeddedness and lower levels of intellectual autonomy, affective autonomy, and egalitarianism than Turkish students. No difference was found regarding mastery, harmony, and hierarchy values. This study provided support for the acclimation and compensation hypothesis, except for the hierarchy values. The findings were discussed considering the continuous social change in these countries and its implications for the dynamism of value structure.
