Rokeach methodology value orientations interpretation of results. Methodology "Value Orientations" by M. Rokeach

3.3 Results of the methodology "Value Orientations" by M. Rokeach

Terminal values ​​answer sheet (Table 7)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
active life wisdom health nature and art interesting job love material provide faithful friends public confession knowledge productive a life development entertainment freedom family life the happiness of others self-confidence creation
8 3 5 2 7 12 10 11 4 1 15 6 17 14 9 18 13 16
5 7 10 3 8 18 17 2 12 15 11 9 13 16 6 4 14 1
14 17 2 7 13 8 5 11 15 4 10 3 6 1 12 16 9 18
7 14 12 10 2 5 11 6 1 9 4 13 17 8 15 3 18 16
3 15 14 8 12 6 7 17 5 13 11 9 10 2 1 16 18 4
5 16 2 6 10 11 17 18 1 12 14 7 13 8 3 4 15 9
6 18 7 2 17 15 8 16 3 5 12 9 1 4 11 14 13 10
13 2 6 14 1 18 15 7 10 8 16 3 4 9 5 12 17 11
13 10 8 4 14 3 1 12 2 6 18 7 11 16 9 17 5 15
18 5 6 17 10 15 12 4 8 11 16 1 9 2 13 3 14 7
12 16 1 18 11 13 4 3 5 17 14 6 8 9 2 10 7 15

Calculate the arithmetic mean for the raw data from Table 7.


Arithmetic mean of terminal values ​​(Table 8)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Average 10,3 11,05 7,5 11,65 9,45 9,95 10,7 10,7 9,6 10,8 13,2 11,15 11,85 9,55 10,5 12,1 13,15 12,95

Arithmetic mean of terminal values ​​(Chart 4)

Chart 4 shows that the adolescents under test give the highest preference to terminal values ​​to life productivity (the fullest possible use of their capabilities, strengths and abilities), self-confidence (inner harmony, freedom from doubts) and creativity (the possibility of creative activity).

The least preference with a large margin from other values, the subjects give to health (physical and mental). In itself, the low importance that their health has for boys and girls is typical for this age. The fact is that young people, who do not generally have physical disabilities, have always been inclined to treat their health more frivolously than seriously. Without experiencing problems with the physical condition, young men and women do not even think about the dangers in this area. The current generation is less healthy than the previous one, and objectively has more diseases, teenagers should be more devoted to this topic, because the mores of a society in which only the strongest can survive, and the weak and sick are deprived of a promising future, young men and women should be anxious: “ Do I have enough strength? Am I healthy enough for such a life of struggle? It is surprising why health has such a low index in the choice of value orientations.

I was very surprised by the choice. modern teenagers such a value as creativity (the possibility of creative activity). The concept of creativity for modern high school students is blurry, in modern society it has lost its significance as the creation of something new, non-stereotypical, since the prestige of science, arts and culture has fallen sharply in society. But as it turned out, such a value orientation as creativity is only two steps below the most important value, among the teenagers I tested, the productivity of life (the fullest possible use of one's capabilities, strengths and abilities).

The first place in the choice of value orientations is occupied by the productivity of life (the fullest possible use of one's capabilities, strengths and abilities). This suggests that adolescents want to completely exhaust the supply of their strengths, capabilities, skills and abilities. To have time to see a lot in this life, to do a lot. At this stage of development, excessive ambition of adolescents can manifest itself. They strive to be independent, they want to prove that they can achieve everything themselves, without anyone's support. This is what they strive for.

In the second place of terminal values ​​is self-confidence (inner harmony, freedom from internal contradictions, doubts). It is not surprising that this value orientation made it to the list of preferred ones, because, due to adolescence, young people are in search of themselves and how they will be perceived by their environment. Appearance plays a big role here (full people try to hide their fullness, too thin - thinness; the transitional age is characterized by the physiological appearance of various pustular diseases on the face, from which many teenagers suffer, both physiologically and psychologically, and much more). So it matters appearance: teenagers from low-income families cannot look like most of their peers (you have to “wear” things for older brothers and sisters), and as you know, in adolescence, most young people are “meet by clothes”. “If you can’t look like us, then you are not with us and we are against you!” Therefore, adolescents strive for self-confidence, for the ability to be and live in their own society and comply with the norms and rules of this society (the circle of peers).

Instrumental values ​​answer sheet (Table 8)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
neat upbringing high demands cheerfulness diligence independence inapplicable to the disadvantage education responsibility rationalism self-control courage firm will tolerance broadmindedness honesty efficiency in business sensitivity
8 12 6 11 9 16 18 4 15 14 17 5 10 2 1 3 13 7
6 10 11 14 7 4 15 9 16 2 18 1 13 8 3 5 12 17
13 1 15 14 7 11 8 2 3 4 9 12 18 6 17 16 5 10
3 5 12 9 1 4 6 18 7 2 17 15 8 16 11 14 13 10
11 4 14 18 5 12 1 15 8 13 10 9 16 17 2 6 3 7
16 8 4 6 2 17 11 5 13 9 18 14 7 12 1 15 3 10
17 2 8 4 5 12 3 1 7 13 14 15 9 11 16 18 6 10
7 2 17 15 8 16 11 14 13 3 5 12 9 1 4 6 18 10
7 14 12 6 1 9 4 18 16 10 2 5 11 13 17 8 15 3
1 10 18 2 17 11 3 9 12 4 13 7 5 14 15 6 16 8
6 1 9 4 7 14 12 10 2 5 11 13 17 8 15 3 18 16

Calculate the arithmetic mean of the raw data from Table 8.

Arithmetic mean of instrumental values ​​(Table 9)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Average 12,55 8,4 12,4 11,95 10,75 10,4 9,9 10,55 11,3 10,05 12 10,9 13,3 11,1 10,8 9 12,65 11,1

Based on the data obtained, we will construct a graph of terminal values.

Arithmetic mean of terminal values ​​(Chart 5)

Chart 5 shows that the greatest preference for instrumental values ​​is given to accuracy (cleanliness), the ability to keep things in order, order in business; high demands (high demands on life and high claims); efficiency in business (hard work, productivity in work). The lowest value of the value choice is good breeding (good manners); honesty (truthfulness, sincerity).

Apparently, the preference for such an instrumental value as accuracy (cleanliness, the ability to keep things in order, order in business), and the terminal value of self-confidence, suggests that adolescents are concerned about presenting themselves to the surrounding society. Here, “maintaining your brand, image”, that is, always looking great in your circle of friends, is of great importance.

There is also a relationship between the instrumental value of efficiency in business (industriousness, productivity at work) and the terminal productivity of life (the fullest possible use of one's capabilities, strengths and abilities). To achieve productivity in life, you need to conduct your affairs efficiently and thoughtfully.

Speaking about the high demands of adolescents (high demands on life and high aspirations), one can see the following: the majority of schoolchildren perceive high demands as something positive, as positive characteristic personality. And high claims for boys and girls can mean that a person evaluates himself and his activities higher than others, considers himself better in something (it is possible that objectively). For most high school students, belittling their abilities is unacceptable. Feeling worse than someone is not pleasant, so it is important here a high self-evaluation. Not being afraid that an attempt to distinguish oneself from the crowd by a level of claims oriented towards the most different types achievements, causes condemnation, harsh criticism and the verbal association “upstart” among others. Against this background, the struggle for prestige is even more aggravated, high position, public recognition, universal respect.

Probably, the least preference for the value of honesty (truthfulness, sincerity) in the choice of adolescents is associated with the understanding of this quality in modern social conditions, when deceit and fraud flourish, when people become extremely cautious and suspicious. Unfortunately, parity in the broad sense, absolute truthfulness, sincerity in everything is very rare. Perhaps that is why it is not appreciated at all. The lack of preference for honesty for boys and girls speaks of a relatively adult assessment of the world and the people living in it. Teenagers have learned to fence themselves off with a wall of distrust towards others.

Also in the choice of upbringing (good manners), we can say that our modern world has lost so much ethical standards that even in the closest relationships (for example, between parents and children) there is no respect. Everyday conversations usually take place at the lowest level (using various kinds of jargon, slang). And you can’t talk about children between peers at all. Therefore, the sense of tact, good manners, correct behavior has almost lost its place in the circle of value orientations.

After conducting this study, we can say about the relationship of value orientations and aggressiveness of adolescents. Speaking about the choice of values ​​according to the arithmetic mean, we can conclude that such value orientation as entertainment (pleasant, easy pastime, lack of responsibilities) does not prevail among the subjects. What is usually present in the daily pastime of adolescents (“party”), where various groups begin to form (with their own laws, rules), where various group forms of aggressive behavior appear (fans, gangs, etc.). The choice of value orientations, of course, has its influence on the aggressive behavior of adolescents, as in the example least choice by the arithmetic mean of the instrumental value of good manners (good manners). In relationships, adolescents choose a rougher, more aggressive form of communication (arguing, counteracting various kinds of criticism and moralizing, clarifying relationships in various forms aggressiveness).


So, the problem of aggression in modern world, especially in Russian conditions breaking established values ​​and traditions and forming new ones is extremely relevant, both from the point of view of science and from the standpoint of social practice.

Aggression is understood as any form of behavior aimed at insulting or harming another living being who does not want such treatment.

The period of growing up, adolescence, in itself not being a disease, can provoke the emergence of deep psychological problems. At the same time, the crisis can cross the line separating it from a painful condition that requires the intervention of specialists - psychologists and psychiatrists. Therefore, the study of the characteristics of adolescence is necessary to understand the psychology of aggression in adolescence.

To confirm my hypothesis about the influence of the type of accentuation and value orientations on the aggressiveness of adolescents (although this influence is not pronounced, it still has) I would like to give the following arguments based on my research.

During my work, I was able to find the following:

In the majority of teenagers, the subjects are dominated by instrumental aggression (manifested under the influence of any factors, under the control of consciousness, and outside it) in conjunction with emotional experiences: anger, threats, etc. Adolescents do not pursue the goal of acting aggressively, “it just has to be done that way”;

The type of character accentuation, of course, affects the severity of adolescent aggressiveness, but does not predispose to certain types of aggressive behavior, that is, subjects with a high rate of aggressiveness do not necessarily have certain personal accentuations;

In the choice of values, adolescents are preferred to values ​​more acceptable in modern society, although there remains a flourishing trend of rude, aggressive, insincere, individual (overestimation of their capabilities, ambitiousness) behavior of adolescents in a given situation.

The main factors determining the formation of children's aggressiveness are: family, peers, means mass media etc. Children learn aggressive behavior through direct reinforcements as well as through observation of aggressive actions. A society sick with aggression and intolerance infects its young generation as well. The danger is that in the new generation, the disease can become congenital and mass, turn from a social pathology into a social norm, so it is necessary to continue a more detailed and in-depth consideration of this topic, both at the level of psychological and pedagogical sciences, and at the level of practical work with adolescents .


ATTACHMENT 1

Bass Questionnaire - Darki

1. At times I can't handle the urge to harm others yes no

2. Sometimes I gossip about people I don't like yes no

3. I get irritated easily but calm down quickly yes no

4. If I am not asked in a good way, I will not fulfill the request yes no

5. I don't always get what I'm supposed to, yes no

6. I know that people talk about me behind my back yes no

7. If I disapprove of the behavior of friends, I let them feel it yes no

8. When I happened to deceive someone, I felt remorse yes no

9. It seems to me that I am not able to hit a person yes no

10. I never get irritated enough to throw things yes no

11. I am always indulgent to other people's shortcomings yes no

12. If I don't like it established rule I want to break it yes no

13. Others can almost always take advantage of favorable circumstances yes no

14. I am wary of people who treat me a little more friendly than I expected yes no

15. I sometimes disagree with people yes no

16. Sometimes thoughts come to my mind that I am ashamed of yes no

17. If someone hits me first, I will not answer him yes no

18. When I get annoyed, I slam doors yes no

19. I am much more irritable than I think yes no

20. If someone imagines himself to be the boss, then I always act against him yes no

21. My fate upsets me a little yes no

22. I think that many do not like me yes no

23. I can't resist arguing if people don't agree with me yes no

24. People who dodge work should feel guilty yes no

25. Someone who insults me and my family asks for a fight yes no

26. I am not capable of rude jokes yes no

27. I get angry when they mock me yes no

28. When people pretend to be bosses, I do everything so that they do not become arrogant yes no

29. Almost every week I see someone I don't like yes no

30. Quite a few people envy me yes no

31. I demand that people respect me yes no

32. I am depressed by the fact that I do little for my parents yes no

33. People who harass you all the time are worth getting punched in the nose yes no

34. I am never gloomy with anger yes no

35. If they treat me worse than I deserve, I don’t get upset yes no

36. If someone pisses me off, I don't pay attention yes no

37. Although I don’t show it, I sometimes get jealous yes no

38. Sometimes it seems to me that they are laughing at me yes no

39. Even if I'm angry, I don't use "strong" expressions yes no

40. I want my sins to be forgiven yes no

41. I rarely fight back, even if someone hits me yes no

42. When it doesn’t work out my way, sometimes I get offended yes no

43. Sometimes people annoy me with their presence yes no

44. There are no people that I would really hate yes no

45. My principle: “Never trust strangers” yes no

46. ​​If someone annoys me, I am ready to say everything about him that I think yes no

47. I do a lot of things that I later regret yes no

48. If I get angry, I can hit someone yes no

49. Since childhood, I have never shown outbursts of anger yes no

50. I often feel like a powder keg ready to explode yes no

51. If everyone knew how I feel, I would be considered a person with whom it is not easy to work yes no

52. I always think about what secret reasons make people do something nice for me.

53. When someone yells at me, I start yelling back yes no

54. Failure makes me sad yes no

55. I fight no less and no more often than others yes no

56. I can remember times when I was so angry that I grabbed the first thing that came across and broke it.

57. Sometimes I feel that I am ready to start a fight first yes no

58. Sometimes I feel that life is treating me unfairly yes no

59. I used to think that most people are telling the truth, but now I don’t believe it yes no

60. I swear only out of anger yes no

61. When I do wrong, my conscience torments me yes no

62. If I need to use physical force to protect my rights, I use it yes no

63. Sometimes I express my anger by banging my fist on the table yes no

64. I am rude to people I don't like yes no

65. I have no enemies who would like to harm me yes no

66. I don’t know how to put a person in his place, even if he deserves it yes no

67. I often think that I lived wrong yes no

68. I know people who are able to bring me to a fight yes no

69. I don't get upset over little things yes no

70. It rarely occurs to me that people are trying to anger or insult me ​​yes no

71. I often only threaten people, although I am not going to carry out threats yes no

72. In Lately I became a bore yes no

74. I usually try to hide my bad attitude towards people yes no

75. I would rather agree with something than argue yes no


APPENDIX 2

I. WELL-BEING

1 I almost always feel unwell

2 I always feel alert and full of energy

3 Weeks of feeling good alternate with weeks when I feel bad

4 My well-being often changes sometimes several times a day

5 I almost always have something hurt

6 I feel bad after being upset and worried

7 I feel bad from worry and expectation of trouble

8 I easily endure pain and physical suffering

9 My health is quite satisfactory

10 I have bouts of malaise with irritability and feelings of sadness

11 My well-being is very dependent on how others treat me

12 I have a very low tolerance for pain and physical suffering.

II. MOOD

1 As a rule, my mood is very good

2 My mood changes easily for minor reasons

3 My mood deteriorates from the expectation of possible troubles, anxiety for loved ones, self-doubt

4 My mood depends on the society I'm in

5 I'm almost always in a bad mood

6 My Bad Mood Is Dependent On Feeling Bad

7 My mood improves when I'm left alone

8 I have bouts of gloomy irritability, during which others get

9 I do not have despondency and sadness, but there can be bitterness and anger

10 The slightest troubles make me very sad

11 Periods of very good mood are replaced by periods of bad mood

12 My mood is usually the same as that of the people around me

III. SLEEP AND DREAMS

1 I sleep well, but do not attach importance to dreams

2 My sleep is rich in vivid dreams

3 Before I fall asleep, I like to daydream

4 I don't sleep well at night and feel sleepy during the day

5 I sleep little, but I wake up cheerful; I rarely see dreams

6 I have a very sound sleep, but sometimes I have terrible, nightmare dreams

7 I have poor and restless sleep and often have excruciatingly dreary dreams

8 I get insomnia periodically for no apparent reason.

9 I can't sleep well if I have to get up at a certain hour in the morning

10 If something upsets me, I can’t sleep for a long time

11 I often knit different dreams, sometimes joyful, sometimes unpleasant

12 I have anxiety attacks at night

13 I often dream that I am offended

14 I can freely regulate my sleep

IV. WAKE FROM SLEEP

1 I find it difficult to wake up at the appointed time

2 I wake up with the unpleasant thought that I have to go to work or school

3 Some days I get up cheerful and cheerful, on others, for no reason, I am depressed and sad in the morning.

4 I wake up easily when I need to

5 Morning is the hardest time of the day for me

6 Often I don't feel like waking up

7 When I wake up, I often relive for a long time what I saw in a dream

8 Periods I feel alert in the morning, periods broken

9 In the morning I wake up alert and energetic

10 In the morning I am more active and it is easier for me to work than in the evening

11 It often happened that when I woke up, I could not immediately figure out where I was and what was happening to me.

12 I wake up with the thought of what to do today

13 When I wake up, I like to lie in bed and daydream

V. APPETITE AND ATTITUDE TO FOOD

1 Inappropriate surroundings, dirt and talk about unappetizing things never prevented me from eating.

2 Periods I have a wolfish appetite, periods I do not want to eat anything

3 I eat very little, sometimes I don't eat anything for a long time

4 My appetite depends on my mood: sometimes I eat with pleasure, sometimes reluctantly and through force

5 I love treats and delicacies

6 Often I am embarrassed to eat in front of strangers.

7 I have a good appetite, but I'm not a glutton

8 There are foods that make me sick and throw up.

9 I prefer to eat a little, but very tasty

10 I have a bad appetite

11 I like hearty food

12 I eat with pleasure and do not like to restrict myself in food

13 I am afraid of spoiled food and always carefully check its freshness and good quality

14 I can easily spoil my appetite

15 I am primarily interested in food as a way to maintain health.

16 I try to stick to a diet I designed myself

17 I don't handle hunger well and get weak quickly.

18 I know what hunger is, but I don't know what appetite is.

19 Food doesn't give me much pleasure

VI. ATTITUDE TO ALCOHOLIC DRINKS

1 My desire to drink depends on my mood

2 I avoid drinking alcohol so as not to spill the beans

3 Periods I drink very willingly, periods I am not drawn to alcohol

4 I like to drink in a cheerful and good company

5 I am afraid to drink alcohol, because when drunk, I can cause ridicule and contempt

6 Alcohol doesn't make me feel good

7 I have an aversion to alcohol

8 With alcohol, I try to drown out an attack of bad mood, melancholy or anxiety

9 I avoid drinking alcohol due to feeling unwell and having a severe headache afterwards

10 I don't drink alcohol because it's against my principles.

11 Alcoholic drinks scare me

12 After drinking a little, I perceive the world around me especially brightly.

13 I drink with everyone so as not to disturb the company

VII. SEXUAL PROBLEMS

1 Sex drive doesn't bother me much

2 The slightest trouble suppresses my sexual desire

3 I'd rather live with dreams of true happiness than be disappointed in life

4 Periods of strong sexual desire alternate with periods of coldness and indifference

5 Sexually, I am quickly aroused, but quickly calm down and cool down

6 In a normal family life, there are no sexual problems

7 I have a strong sex drive that I find difficult to contain

8 My shyness bothers me a lot

9 Cheating I would never forgive

10 I believe that sexual desire cannot be restrained, otherwise it interferes with fruitful work

11 I enjoy flirting and courtship the most

12 I like to analyze my attitude to sexual problems, my own attraction

13 I find abnormalities in my sex drive and try to fight them

14 I think that sexual problems should not be given much importance

VIII. ATTITUDE TO CLOTHING

1 I like costumes bright and catchy

2 I think that one should always be decently dressed, because they meet "by clothes"

3 For me, the main thing is that the clothes are comfortable, neat and clean

4 I love fashionable and unusual clothes that involuntarily attract the eye

5 I never follow the general fashion, but I wear what I liked myself

6 I like to dress in a way that suits my face

7 I don’t like to be too fashionable, I think you should dress like everyone else

8 I often worry that my suit is out of order.

9 I don't think much about clothes

10 I often feel like people around me are judging me for my costume.

11 Prefer dark and gray tones

12 Sometimes I want to dress fashionably and brightly, sometimes I'm not interested in my clothes

IX. ATTITUDE TO MONEY

1 Lack of money annoys me

2 Money doesn't interest me at all

3 I get very upset and upset when there is not enough money

4 I don’t like to calculate all expenses in advance, I easily borrow, even if I know that it will be difficult for me to repay by the due date

5 I am very careful in money matters and, knowing the inaccuracy of many, I do not like to lend

6 If I have been borrowed, I am embarrassed to mention it

7 I always try to keep money in reserve for unexpected expenses.

8 I only need money to live somehow

9 I try to be frugal but not stingy, I like to spend money wisely

11 I'm always afraid that I won't have enough money, and I really don't like to borrow

12 Periods I treat money easily and spend it without thinking, periods are all afraid of being left without money

13 I never let anyone hurt me with money

X. RELATIONSHIPS WITH PARENTS

1 I am very afraid of being left without parents

2 I think that parents should be respected, even if you keep grudges against them in your heart

3 I love and am attached, but sometimes I get very offended and even angry

4 In some periods it seems to me that I was too taken care of, in others I reproach myself for disobedience and grief caused to my family

5 My Parents Didn't Give Me What I Need in Life

6 I reproach them for not paying enough attention to my health as a child

7 I really love (loved) one of the parents

8 I love them, but I can't stand being ordered and commanded by me

9 I love my mother very much and I'm afraid that something will happen to her

10 I blame myself for not loving (loving) my parents enough

11 They oppressed me too much and imposed their will on everything

12 My relatives do not understand me and seem to be strangers to me

13 I feel guilty towards them

XI. ATTITUDE TO FRIENDS

1 I have repeatedly had to make sure that they are friends for profit

2 I feel good with someone who sympathizes with me

3 It is not just one friend that is important to me, but a friendly good team

4 I appreciate such a friend who knows how to listen to me, cheer me up, instill confidence, reassure

5 About friends with whom I had to leave, I do not miss for a long time and quickly find new ones

6 I feel so sick that I don't care about friends.

7 My shyness prevents me from making friends with whom I would like

8 I strike up friendships easily, but often get frustrated and cold

9 I prefer those friends who are attentive to me.

10 I choose my own friend and resolutely leave him if I am disappointed in him

11 I can't find a soul mate

12 I have no desire to have a friend

13 Periods I like big friendly companies, periods I avoid them and seek loneliness

14 Life has taught me not to be too outspoken, even with friends

15 I like to have many friends and treat them warmly

XII. ATTITUDE TO THE ENVIRONMENT

1 I am surrounded by fools, ignoramuses and envious people

2 People around me are jealous and therefore hate me

3 In some periods I feel good with people, in other periods they weigh me down

4 I think that you should not stand out among others

5 I try to live in such a way that others cannot say anything bad about me

6 It seems to me that those around me despise and look down on me

7 Easily get along with people in any setting

8 Most of all from the side of those around me I appreciate the attention to myself

9 I quickly feel good or bad attitude towards myself and also treat myself

10 I quarrel easily but make up quickly

11 I often and for a long time think about whether I said or did something right or wrong in relation to others

12 Crowded society quickly tires and annoys me

14 I don't know my neighbors and I'm not interested in them

15 I often feel like people around me suspect me of something bad

16 I had to endure a lot of insults and deceptions from others and this always makes me anxious

17 It often seems to me that people around me look at me as a worthless and unnecessary person.

XIII. ATTITUDE TO STRANGERS

1 I am wary of strangers and involuntarily fear evil from them

2 It happens that stranger I immediately inspire confidence and sympathy

3 I avoid meeting new people

4 Strangers make me anxious and anxious

5 Before I get to know each other, I always want to know what kind of person he is, what people say about him

6 I never trust strangers and have proven myself right about this more than once.

7 If strangers show interest in me, then I am interested in them

8 Unfamiliar people annoy me, I'm already somehow used to acquaintances

9 I willingly and easily make new acquaintances

10 Sometimes I like to meet new people, sometimes I don't want to meet anyone

11 V good mood I get acquainted easily, in bad times I avoid dating

12 I'm shy strangers and I'm afraid to speak first

XIV. ATTITUDE TO LONELY

1 I believe that every person should not break away from the team

2 I feel calmer when I'm alone

3 I can't stand loneliness and always strive to be among people

4 Periods I feel better among people, periods I prefer loneliness

5 When alone, I meditate or talk with an imaginary interlocutor

6 When alone, I miss people, but among people I quickly get tired and look for loneliness

7 Most of the time I want to be in public, but sometimes I want to be alone

8 I am not afraid of loneliness

9 I am afraid of loneliness and yet it turns out that I often find myself alone

10 I love being alone

11 I endure loneliness easily, unless it is associated with troubles.

XV. ATTITUDE TO THE FUTURE

1 I dream of a happy future, but I am afraid of trouble and failure

2 The future seems bleak and unpromising to me

3 I try to live in such a way that the future is good

4 In the future, my biggest concern is my health

5 I am convinced that my wishes and plans will come true in the future

6 I don't like to think too much about my future

7 My attitude to the future often and quickly changes: sometimes I make bright plans, sometimes the future seems gloomy to me

8 I console myself with the fact that in the future all my wishes will come true

9 I always involuntarily think about possible troubles and troubles that may happen in the future

10 I like to develop my plans for the future in the smallest details and I try to implement them in every detail

11 I am sure that in the future I will prove to everyone that I am right.

12 I live my thoughts and I don't care what my future really turns out to be.

13 At times my future seems bright to me, at times it seems gloomy

XVI. ATTITUDE TO THE NEW

1 At times, I easily tolerate changes in my life and even love them, but at times I begin to fear them and avoid them.

2 The new attracts me, but at the same time worries and worries

3 I love changes in life - new experiences, new people, new surroundings

4 I have moments when I eagerly seek new experiences and new acquaintances, but there are times when I avoid them

5 I myself like to invent new things, change everything and do it my own way, not like everyone else

6 The new attracts me, but often quickly tires and bothers

7 I do not like any innovations, I prefer time established order

8 I'm afraid of changes in life: new surroundings scare me

9 New things are nice, if they only promise something good for me.

10 I am attracted only by something new that corresponds to my principles and interests

XVII. ATTITUDE TO FAIL

1 I experience my failures myself and do not seek sympathy and help from anyone

2 Periods when I actively struggle with failures alternate with periods when I lose heart from the slightest failures

3 Failure drives me to despair

4 Failure causes me great irritation, which I pour out on the innocent

5 If there is a failure, then I always look for what I did wrong

6 Failures cause me to protest and resent and desire to overcome them

7 If someone is to blame for my failures, I do not leave him unpunished

8 When I fail, I want to run away somewhere and not come back

9 It happens that the slightest setbacks make me sad, but it happens that I endure serious troubles steadfastly.

10 Failure scares me and I blame myself first of all

11 Failures don't hurt me, I don't pay attention to them

12 With failures, I dream even more about the fulfillment of my desires

13 I believe that in case of failures one should not despair

XVIII. ATTITUDE TO ADVENTURE AND RISK

1 I love all kinds of adventures, even dangerous ones, willingly take risks

2 I weigh the pros and cons many times and still hesitate to take the risk

3 I have no time for adventure, and I only take risks if circumstances force me to.

4 I don't like adventure and avoid risk

5 I like to dream of adventure, but I don't seek it in my life

6 At times I like adventure and often take risks, but at times I don't like adventure and risk.

7 Adventures I like only funny ones and those that end well

8 I am not specifically looking for adventure and risk, but I go for them when my business requires it.

9 Adventure and risk attract me if I get the first role in them

10 It happens that the risk and excitement completely intoxicate me

XIX. ATTITUDE TO LEADERSHIP

1 I can be ahead of others in reasoning but not in action.

2 I like to be the first in the company, to lead and guide others

3 I like to patronize someone I like

4 I always strive to teach people about rules and order

5 Some people I reluctantly obey, others I command myself

6 Periods I like to "set the tone", be the first, but periods I get bored

7 I like to be the first where they love me, I don’t like to fight for the championship

8 I don't know how to command others

9 I don't like commanding others - responsibility scares me

10 There are always people who obey me and recognize my authority.

11 I love being the first to be imitated, others would follow me

XX. ATTITUDE TO CRITICISM AND OBJECTIONS

1 I do not listen to criticism and objections and always think and do my own way

2 Listening to objections and criticism, I look for arguments in my defense, but I do not always dare to express them

3 Objections and criticism irritate me especially when I am tired and not feeling well

4 Criticism and condemnation in my address is better than indifference and neglect of me

5 I don’t like being criticized and when people object to me - I get angry and can’t always contain my anger

6 When I am criticized or objected to, it upsets me a lot and makes me sad

8 In some periods I endure criticism and objections easily, in others - very painfully

9 Objections and criticism upset me very much if they are sharp and rude in form, even if they concern small things

10 I have not yet heard fair criticism or fair objections to my arguments

11 I try to respond appropriately to criticism

12 I've found that people usually criticize only to hurt you or get themselves promoted.

13 If I am criticized or objected to, it always starts to seem to me that others are right, but I am not.

XXI. ATTITUDE TO CUSTODIANS AND INSTRUCTIONS

1 I only listen to instructions from those who have the right to do so.

2 I willingly listen to those instructions that relate to my health

3 I can't stand it when they take care of me and everything is decided for me

4 I don't need guidance

5 I willingly listen to someone who, I know, loves me

6 I try to listen to helpful instructions, but I don't always succeed.

7 At times all the instructions fly past my ears, and at times I scold myself for not listening to them before

8 I absolutely cannot stand instructions if they are given in an authoritative tone

9 I listen carefully to instructions and do not resist when they take care of me.

10 I gladly listen to those instructions that are pleasing to me, and I cannot bear those that are not to my liking.

11 I like to be taken care of, but I don't like to be commanded.

12 I do not dare to interrupt even completely useless instructions for me or to get rid of the patronage that is unnecessary for me

13 Instructions make me want to do the opposite

14 I allow custody of myself in Everyday life but not over my inner peace

XXII. ATTITUDE TO RULES AND LAWS

1 When rules and laws get in my way, it makes me irritated

2 I always think that for an interesting and tempting business, all sorts of rules and laws can be circumvented

3 Logically sound rules I try to follow

4 I often fear being mistaken for a lawbreaker

5 Terribly dislike any rules that constrain me

6 Periods when I am not very careful to comply with all the rules and laws alternate with periods when I reproach myself for indiscipline

7 All sorts of rules and routines make me want to break them on purpose

8 Rules and laws I always follow

9 Always making sure everyone follows the rules

10 I often reproach myself for breaking the rules and not strictly following the laws.

11 I try to follow the rules and laws, but I don't always succeed.

12 I strictly follow the rules that I consider fair, I fight those that I consider unfair.

XXIII. EVALUATION OF YOURSELF IN CHILDHOOD

1 As a child, I was timid and whiny

2 He loved to compose all sorts of fairy tales and fantastic stories

3 As a child, I avoided noisy and active games

4 I was like all children and was no different from my peers.

5 Periods I think that in my childhood I was lively and cheerful, periods I begin to think that I was very naughty and restless

6 I have been independent and determined since childhood

7 As a child, I was cheerful and desperate

8 As a child, I was touchy and sensitive

9 As a child, I was very restless and talkative

10 As a child, I was the same as now: I was easily upset, but easy to calm and cheer

11 Since childhood, I strove for neatness and order

12 As a child, I liked to play alone or watch other children play from afar.

13 As a child, I liked talking with adults more than playing with my peers.

14 As a child, I was moody and irritable

15 I slept poorly and ate poorly as a child

XXIV. ATTITUDE TO SCHOOL

1 Liked to go for a walk or go to the movies instead of school

2 I was very worried about comments and marks that did not satisfy me

3 In elementary school I loved school, then it began to weigh me down

4 Periods loved school, periods she began to bother me

5 Didn't Like School Because Teachers Treated Me Unfairly

6 Schoolwork made me very tired

7 Most loved school amateur performances

8 Loved school because there was funny company

9 I was embarrassed to go to school: I was afraid of ridicule and rudeness

10 I really disliked physical education

11 Attended school regularly and was always actively involved in community work

12 The school environment was very burdensome for me

13 Tried to accurately complete all tasks

XXV. EVALUATION OF YOURSELF IN THE MOMENT

1 I lack cold judgment

2 At times I am pleased with myself, at times I scold myself for indecision and lethargy

3 I am too suspicious, endlessly anxious and worried about everything

4 I'm Not Guilty of Inciting Envy in Others

5 I lack perseverance and patience

6 I think I'm no different from most people

7 I lack determination

8 I don't see any big flaws in myself

9 In good moments I am quite pleased with myself, in moments of bad mood it seems to me that I lack one or another quality

10 I'm too irritable

11 Others find major flaws in me, I think they exaggerate

12 I suffer from being misunderstood

13 I am overly sensitive and touchy

Each section has a line:

0 None of the definitions fit me


Registration sheet No. 1

(1st and 2nd study)

Put in the column "Numbers of the selected answers" the numbers of those answers that are most suitable for you - the 1st study, the most not suitable for you - the 2nd study. More than three selections in one table are not allowed.

Table names Selected responses Decoding Selected responses Decoding
well-being
Mood
Sleep and dreams
Awakening from sleep
Appetite and attitude towards food
Attitude towards alcohol
sexual problems
Attitude towards clothes
Attitude towards money
Attitude towards parents
Attitude towards friends
Attitude towards others
Attitude towards strangers
attitude towards loneliness
attitude towards the future
Attitude towards new
Attitude towards failure
Attitude towards adventure and risk
attitude towards leadership
Dealing with criticism and objections
Attitude to guardianship and guidance
Attitude to rules and laws
Assessing yourself as a child
Attitude towards school
Assessing yourself at the moment

APPENDIX 3

List A (terminal values):

1. active active life (completeness and emotional richness of life);

2. life wisdom (maturity of judgment and common sense, achieved 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 (lack of financial difficulties);

8. the presence of good and true friends;

9. public recognition (respect for others, team, workmates);

10. knowledge (the possibility of expanding one's education, outlook, general culture, intellectual development);

11. productive life (the fullest possible use of their 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 whole 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. accuracy (cleanliness), the ability to keep things in order, order in business;

2. good manners (good manners);

3. high demands (high demands on life and high claims);

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 common culture);

9. responsibility (sense of duty, ability to keep one's word);

10. rationalism (the ability to think sensibly and logically, to take deliberate, rational decisions);

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

12. courage in defending one's opinion, views;

13. strong will (the ability to insist on one's own, not to retreat in the face of difficulties);

14. tolerance (to 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, to respect other tastes, customs, habits);

16. honesty (truthfulness, sincerity);

17. efficiency in business (industriousness, productivity in work);

18. sensitivity (caring).


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In the 20th century, there lived such a famous American psychologist as Milton Rokeach. He devoted almost his entire career to the study of social and personal values. Although Milton started out as a psychiatrist. But he is known as the developer of a unique concept of value orientations of the individual. And this Rokeach technique is very famous all over the world. As well as the test based on it. However, first things first.

General provisions

Rokeach's methodology is built around the idea that a value is a firm belief in the fundamental preference for something specific (worldview, way of being, purpose of life, etc.). However, the psychologist also suggests that there are not so many of them.

Milton divided all of them into two types - terminal and instrumental. The first are the beliefs that the ultimate goal of each person's existence is really worth trying to achieve.

The second type of values ​​is called instrumental. These, in turn, are beliefs regarding the fact that a certain property of a person or a way of her actions always and in any situation remains a priority.

That is, the first type affects the goals of individual existence, and the second - the methods of achieving them and modes of action.

Specificity

Rokeach's technique also involves the analysis of values ​​and dividing them into groups, which is logical, since all beliefs relate to certain areas of life. Accordingly, there are values ​​of personal life and professional self-realization, financial (material) and spiritual. The instrumental type mentioned above includes beliefs relating to communication, ethics, business, altruism, self-affirmation, and other people.

Rokeach's technique, as practice shows, is interesting and effective. Its advantage lies in versatility, economy and convenience. It is very easy to “examine” a person with its help, as well as process the results. And lists of values ​​(otherwise called stimulus material) can be varied, and instructions can be changed.

True, some highlight the shortcomings. These include social undesirability and the likelihood that the person agreeing to the test will be insincere.

How is the research done?

So, what is the method of M. Rokeach - it's clear. How is the test itself?

A person is offered two lists in which values ​​are indicated (instrumental and terminal). 18 in each. In what form, in principle, it does not matter. Usually they are provided on A4 sheets in the form of a list or on cards.

When a person has received the material, he is given the task of assigning a number to each value. First, he needs to deal with the terminal list, and then with the instrumental one.

The psychologists who routinely administer such tests may ask questions that bring them closer to the subject's preference system. Often they are interested in how values ​​are realized in his life. The answer is usually given as a percentage. They may also ask how a person would arrange cards 5 or 10 years ago. Or how people close to him would distribute them. Questions may lead to other, more personal ones, so it is very important that the testing is voluntary and, preferably, conducted face-to-face.

List No. 1

Now you can list directly those concepts that include the methodology of Rokeach's "Values ​​of Orientation". The first list is thermal. It includes the following concepts:

  • Active life.
  • Wisdom.
  • Health.
  • Fascinating work.
  • Art and nature.
  • Love and intimacy.
  • Financial prosperity.
  • Having loyal friends.
  • Respect and recognition of other people.
  • Opportunity to learn.
  • Self-development.
  • The ability to live productively (“to the fullest” use prospects and opportunities).
  • Entertainment and leisure.
  • Independence and freedom.
  • Happiness in personal life.
  • Opportunity to be creative.
  • self-confidence.
  • happiness of other people.

So, these are 18 values ​​that the terminal list includes. On the cards, usually, their broader definition is indicated in brackets, but even so you can understand what is meant.

List #2

But that's not all that the Rokeach technique includes. Processing of the results is performed by the psychologist only after the person has dealt with each list. And here is what the second instrumental includes:

  • Accuracy.
  • upbringing.
  • The ability to enjoy life.
  • High demands on people and the world.
  • performance.
  • Independence.
  • Inability to accept shortcomings (both in oneself and in others).
  • Intelligence and education.
  • Responsibility.
  • Rationalism.
  • Self control.
  • Courage, bravery.
  • Strong will.
  • The ability to show tolerance.
  • Broad views, lack of "framework".
  • Honesty.
  • Hard work and productivity.
  • Caring, sensitive.

As you can see, the lists are fundamentally different. At least by the fact that the second list includes concepts related to personal qualities, which often play a role in the process of achieving what was listed in the first.

How to pass the test?

At the very beginning it was said that each value is assigned serial number. The minimum is 1, and the maximum is 5. Units are values ​​that have no value. Two - those that, in principle, can be important. Three - values ​​\u200b\u200bwith a certain, specific meaning. Fourth - important statements. And the five - what a person puts above all.

How to determine the result?

This is an important topic. The results according to the Rokeach method are usually determined by the psychologist, since he also conducts the test. But in in general terms worth telling how it's done.

So, the test is aimed at studying To better understand the meaning of his actions or deeds. The results are determined by the so-called reliability scale. It is designed to determine how much a person wants his actions to be positively evaluated by others. And the higher the result is, the more the subject corresponds to the so-called “approved” image. But the critical threshold for the generally accepted test is 42 points. If the results exceeded it, then either they are unreliable, and the person was dishonest, or a complex personality is sitting in front of the psychologist.

But not the points that a person scored by putting numbers on values ​​are taken into account. The psychologist refers to the reliability scale. If a person, for example, puts a five on a statement that relates to a negative scale, then he will be assigned 1 point. That which carries a negative value, he marked with one? Then they give him a "five". The scale is very voluminous, but if you wish, you can familiarize yourself with it individually.

Interpretations

So, in general, it is clear what Rokeach’s “Value Orientations” methodology is. Processing the results is the job of a psychologist, but it’s worth talking a little about interpretations. There are several.

There is an interpretation of the Rokeach methodology. If such a variant of the test is used, then according to its results it turns out to find out what a person considers his main goal - self-development, spiritual satisfaction, creativity, social interaction, prestige and respect, achievement and success, wealth and finances or the preservation of personal identity, uniqueness.

There is an interpretation in the spheres of life. During the test, it turns out which area is the most important for a person - professional, educational, family, social, recreational or physical activity.

These are the two most common interpretations. However, it is not surprising why they are. One interpretation aims to clarify inner peace person. And the other - to his external world and the sphere in which he is comfortable to exist. However, both are inextricably linked.

What else should you know?

The method "Value Orientations" receives mostly positive reviews. Even psychologists note that it is the most elaborate and reliable. No wonder, because Milton Rokeach is the founder of the concept of values ​​in principle.

And its effectiveness has been proven. Various studies were conducted - and most actively, of course, young people participated in them: schoolchildren and students. Especially high school students. And most of them put health and family life, friends, love, financial wealth and self-confidence in the first place as terminal values. From the instrumental list, many chose cheerfulness, responsibility, good breeding, tolerance and diligence. This choice is not surprising. Moreover, it is correct and predictable. Too global for teenagers? Not at all. Confirmation of this is the saying of the psychologist Eric Homburger Erickson. He assured that young people, in their own way, should be "acrobats." To be able to lower the crossbar of your childhood with just one powerful movement, jump over it, and grab onto the next crossbar of maturity. And in the shortest amount of time.

And this is just one of the examples. In fact, the technique of Milton Rokeach is really interesting, effective and efficient. And if there is a desire along with the opportunity, it is worth passing such a test. Alone or with someone, whatever. At least for the sake of interest.

Methodology "Value Orientations" by M. Rokeach

Personality test aimed at studying the value-motivational sphere of a person. The system of value orientations determines the content side of the personality's orientation and forms the basis of its relationship to the surrounding world, to other people, to itself, the basis of the worldview and the core of the motivation for life activity, the basis of the life concept and "philosophy of life".

The methodology developed by M. Rokeach is based on direct ranking of the list of values. M. Rokeach distinguishes two classes of values:

    Terminal- the belief 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 some 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.

When analyzing the obtained rankings of values, the psychologist pays attention to their grouping by the subjects into meaningful blocks according to different grounds. So, for example, one can single out "concrete" and "abstract" values, the values ​​of professional self-realization of personal life, etc. Instrumental values ​​can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; values ​​of self-affirmation and values ​​of acceptance of others, etc. The psychologist must try to catch the individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent has a lack of formation of a system of values ​​or insincerity of answers during the survey.

The advantage of the technique is its versatility, convenience and economy in conducting the survey and processing the results, flexibility - the ability to vary both stimulus material (lists of values) and instructions. Its essential disadvantage is the influence of social desirability, the possibility of insincerity. That's why special role in this case, the motivation for diagnosis, the voluntary nature of testing, and the presence of contact between the psychologist and the subject play. The application of the methodology for the purpose of selection, examination should be very careful.

Instruction

Features of the testing procedure:

The respondent is presented with two lists of valuables (18 in each), or on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material supply gives more reliable results. First, a set of terminal values ​​is presented, and then a set of instrumental values.

To overcome social desirability and deeper penetration into the system of value orientations of the subject, it is possible to change the instructions that provide additional diagnostic information and allow more reasonable conclusions to be drawn. So, after the main series, you can ask the subject to rank the cards by answering the following questions:

    "In what order and to what extent (as a percentage) are these values ​​realized in your life?"

    "How would you place these values ​​if you were what you dreamed of?"

    "How do you think a person who is perfect in every way would do it?"

    "How do you think most people would do it?"

    "How would you have done it 5 or 10 years ago?"

    "How would you do it in 5 or 10 years?"

    "How would people close to you rank the cards?"

The survey is best done individually, but group testing is also possible.

Instruction:

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

Each value is written on a separate card. Carefully study the cards and, choosing the one that is most significant to you, put it in the first place. Then choose the second most important value and place it next to the first. Then do the same with all the remaining cards. The least important will remain last and will take 18th place.

Develop slowly, thoughtfully. If in the course of work you change your mind, you can correct your answers by swapping the cards. The end result should reflect your true position."

Stimulus material for the method "Value Orientations"

List A (terminal values):

    active active life (completeness and emotional richness of life);

    life wisdom (maturity of judgment and common sense, achieved by life experience);

    health (physical and mental);

    interesting job;

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

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

    financially secure life (lack of material difficulties);

    having good and true friends;

    public recognition (respect for others, team, workmates);

    knowledge (the possibility of expanding one's education, horizons, general culture, intellectual development);

    productive life (the fullest possible use of their capabilities, strengths and abilities);

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

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

    freedom (independence, independence in judgments and actions);

    happy family life;

    the happiness of others (well-being, development and improvement of other people, the whole people, humanity as a whole);

    creativity (possibility of creative activity);

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

List B (instrumental values):

    1. accuracy (cleanliness), the ability to keep things in order, order in business;

    upbringing (good manners);

    high demands (high demands on life and high claims);

    cheerfulness (sense of humor);

    diligence (discipline);

    independence (ability to act independently, decisively);

    intolerance to shortcomings in oneself and others;

    education (breadth of knowledge, high general culture);

    responsibility (sense of duty, ability to keep one's word);

    rationalism (the ability to think sensibly and logically, make well-considered, rational decisions);

    self-control (restraint, self-discipline);

    courage in defending one's opinion, views;

    strong will (the ability to insist on one's own, not to retreat in the face of difficulties);

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

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

    honesty (truthfulness, sincerity);

    efficiency in business (industriousness, productivity in work);

    sensitivity (caring).

INTERPRETATION ON THIS TECHNIQUE

You can interpret according to Allport. Separately, take 5 dominant and 5 last values ​​separately according to the list of terminal and instrumental values.
Determine which value systems they can be attributed to. Allport defines them as social, theoretical, economic, aesthetic, political and religious.

Theoretical. A person who emphasizes this value is primarily interested in revealing the truth. Such a person is characterized by a rational, critical and empirical approach to life. The theoretical type is highly intellectual and more often chooses for himself activities in the field of fundamental science or philosophy.

Economic. The “economic” person values ​​above all that which is useful or advantageous. He is exceptionally "practical" and firmly adheres to the stereotype of the successful American businessman. Representatives of this type are keenly interested in how to make money; knowledge that does not find a specific application, they consider useless. Many brilliant achievements in the field of engineering and technology have resulted from the fulfillment of the scientific needs of economic people.

Aesthetic. Such a person values ​​form and harmony most of all. Perceiving any life phenomena from the point of view of attractiveness, symmetry or relevance, people of this type interpret life as a course of phenomena in which each individual enjoys life for his own sake. The aesthetic subject will not necessarily be a creator, an artist, but his inclinations may manifest themselves in an increased and active interest to the aesthetic aspects of life.

Social. The highest value for social type is the love of people. It is very likely that such a person will view theoretical, economic and aesthetic approaches to life as cold and inhumane, regarding love as the only acceptable form of human relationship. In its purest form, the social attitude is altruistic and is closely related to religious values.

Political. dominant interest political type is power. The professional activity of people of this type is not necessarily limited to the sphere of politics, since leaders in any field usually value power and influence above all else. Thus, there are clear individual differences among "political personalities" in regard to the value of power. At the same time, the unveiled expression of this motive in the political type rejects all others in the thirst for personal power, influence, fame and fame.

Religious. Representatives of this type are mainly interested in understanding the world as a whole. However, the ways of expressing this desire may be different. For example, some religious personalities are "immanent mystics" who find meaning in self-affirmation and active participation in life. At the same time, others are "transcendental mystics" seeking to connect with higher reality by withdrawing from life (for example, monks). Regardless of the method of self-expression, a religious person sees unity and the highest meaning in the universe.

The value system of orientations determines the content side of the personality's orientation and forms the basis of its relationship to the surrounding world, to other people, to itself, the basis of the worldview and the core of the motivation for life activity, the basis of the life concept and philosophy of life.
The most common at present is the method of studying the value orientations of M. Rokeach, based on the direct ranking of the list of values.

M. Rokeach distinguishes 2nd class of values:
1) terminal. The belief that some ultimate goal of individual existence is worth striving for;
2) instrumental. The belief that some course of action or personality trait is preferable in any situation.
This division corresponds to the traditional division into values-goals and values-means.
The respondent was presented with 2 lists of valuables (18 in each) either on slips of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material supply gives more reliable results. First, a set of terminal values ​​is presented, and then a set of instrumental values.

Instruction.

Now you will be presented with a set of 18 value cards. Your task is to sort them in order of their importance to you as principles that guide you in your life.
Each value is written on a separate card. Carefully study the cards and, choosing the one that is most significant to you, put it in the first place. Then choose the second most important value and place it next to the first. Then do the same with all the remaining cards. The least important will remain last and will take 18th place.
Work slowly and thoughtfully. If you change your mind as you work, you can correct your answers by swapping the cards. The end result should reflect your true position.

Stimulus material

List A (terminal values):

1) active active life (fullness and emotional richness of life);
2) life wisdom (maturity of judgments and common sense, achieved by 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 (lack of material difficulties);
8) the presence of good and faithful friends;
9) public recognition (respect for others, team, workmates);
10) knowledge (the possibility of expanding one's education, outlook, general culture, intellectual development);
11) productive life (the fullest possible use of their 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) the happiness of others (well-being, development and improvement of other people, the whole people,
humanity as a whole)
17) creativity (possibility of creative activity);
18) self-confidence (internal harmony, freedom from internal contradictions, doubts).

List B (instrumental values):
1) accuracy (cleanliness), the ability to keep things in order, order in business;
2) good manners (good manners);
3) high demands (high demands on life and high claims);
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 well-considered, rational decisions);
11) self-control (restraint, self-discipline);
12) courage in defending one's opinion, views;
13) strong will (the ability to insist on one's own, not to retreat in the face of difficulties);
14) tolerance (to the views and opinions of others, the ability to forgive others for their mistakes and misconceptions);
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 (industriousness, productivity in work);
18) sensitivity (caring).
The advantages of the technique are versatility, convenience and economy in conducting the survey and processing the results, flexibility - the ability to vary both stimulus material (lists of values) and instructions. Its essential shortcomings are the influence of social desirability, the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing, and the existence of contact between the psychologist and the subject. The methodology is not recommended for selection and examination purposes.
In order to overcome these shortcomings and to penetrate deeper into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow more reasonable conclusions to be drawn. So, after the main series, you can ask the subject to rank the cards by answering the following questions.

1. In what order and to what extent (as a percentage) are these values ​​realized in your life?
2. Where would you place these values ​​if you were the person you wanted to be?
3. How do you think a person perfect in every way would do it?
4. How do you think most people would do it?
5. How would you have done it 5 or 10 years ago?
6. ...in 5 or 10 years?
7. How would people close to you rank the cards?
Analyzing the hierarchy of values, one should pay attention to their grouping by the subjects into meaningful blocks for various reasons. So, for example, specific and abstract values, values ​​of professional self-realization and personal life, etc. are distinguished. Instrumental values ​​can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; the values ​​of self-affirmation and the value of accepting others, etc. These are far from all the possibilities of subjective structuring of a system of value orientations. It is necessary to see the individual pattern. If it is not possible to identify a single pattern, it can be assumed that the respondent has an unformed value system or even insincerity of answers.



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