The most interesting in relation to the formation of value orientations of the individual is the older adolescence. It differs in a specific situation of development.

In adolescence, a certain circle of interests is formed, which is the basis of the value orientations of adolescents. Concrete and well-established interests begin to change to more abstract, extensive ones. Adolescents tend to grow towards the issue of religion, worldview, ethics, morality. There is an interest in their own experiences and sympathy for other people.

The transition from adolescence to early adolescence is associated with a change in internal position, i.e. striving for the future becomes the main main task of the individual.

In high school, schoolchildren will have to choose a life path, which is marked by the choice of a profession. It is complicated by the fact that there is a transition from adolescence to adolescence, and at the same time the problem of the formation of self-awareness remains relevant.

The need for communication and the need for isolation are the most important determinants of the formation of the personality of a high school student.

Communication during this period acquires a number of specific features: the expansion of the circle of contact groups in which the high school student is included, and at the same time, greater selectivity in communication.

Communication contributes to the active inclusion of the individual in a group or society. From this, the individual feels protected, involved in the life of the group. Emotional stability has a beneficial effect on high school students. Since it is at this age that empathy, understanding, emotional communication play a special role. Isolation of personality helps her to realize her individuality and originality.

Along with the formation of personality, the main psychological acquisition of early youth is the discovery of one's inner world and the realization of one's uniqueness and dissimilarity to others. This is experienced by high school students as a value.

As you know, in early adolescence, changes occur not only in the body, but also in the appearance of young people associated with puberty. There is also a complication of life situations, complicated relationship in a circle of friends, and all this sharply activates value-oriented activity in adolescence. She is what she is psychological condition for the emergence and development of life prospects and life self-determination.

Professional self-determination is one of the neoplasms of adolescence. A high school student is determined by the choice of a profession, and this determines the formation of value orientations.

The uniqueness of the individual is inextricably linked with the social world in which she will live. Adolescence is characterized by reflection. On the one hand, this is awareness of one’s own “I” (“Who am I?”, “What am I?”), And on the other hand, awareness of one’s position in the world (“What is my life ideal?”, “Who do I want to become?”.

A teenager, addressed to himself these questions, is not yet fully aware.

For young men, self-consciousness becomes an element of self-determination, and then they begin to ask and look for answers to worldview questions. They begin to wonder what they live for, but the lack of funds for this decision creates difficulty at this age.

It is well known that the problem of understanding life concerns not only worldview, but also practical activities. The solution to this problem is inside the person himself and outside him (in the world where he can reveal his abilities, i.e. in activity and in feelings).

Thus, by concentrating on himself, trying to find the meaning of life, a senior student may be prone to the fact that he can create a dangerous situation of egocentrism and withdraw into himself. This can be seen especially clearly in boys with neurotic traits or with a similar kind of predisposition.

However, despite all the difficulties that arise in the search for the meaning of life, schoolchildren form a certain worldview, a moral core is formed and the system of values ​​expands. And accordingly, therefore, young men begin to better understand themselves and the world. They become what they are in reality. .

Continuing this idea within the framework of Frankl's psychology, we can say that "meanings are categorically the same values, but only single ones, and, accordingly, values ​​are the same meanings, only generalized." Or, in other words, it can be noted that meanings are values, and values ​​are group meanings. But at an early age they slow down the process of professional self-determination.

The basis for the implementation of a certain model of personality is the System of value orientations, which serves as a “folded” program of the personality's life activity. In it, there is an exchange of individual value and worldview differences, i.e. it is a transition from the social to the personal and, conversely, from the personal to the social.

Also for adolescence, in addition to the basic values ​​of society importance has a focus on personal communication, communication with peers and situations of different views and opinions on life.

The interactions of the individual and society, individual and culture are connected by one mechanism, which is of particular value. This mechanism makes the approach to culture more humane. And therefore, culture can be characterized as a world in which values ​​are embodied in social reality.

Values ​​can be divided into classes. For example, M. Rokeach distinguishes between two classes:

terminal - these include those beliefs and views that you need to strive for;

instrumental - these are views and beliefs that the actions of the individual are preferable in any situation.

Instrumental values ​​are the means to achieve terminal values. This leads to the traditional division into values-goals and values-means.

Further, it can be noted that values ​​are generalized ideas of people about the goals and norms of their behavior, a certain society as a whole, all of humanity. Individuals and social groups correlate their actions with the landmarks that arise in the minds of each person.

However, such a process of formation of a system of value orientations can slow down and lead to the emergence of the phenomenon of infantilism, which has been causing more and more concern among psychologists and educators in recent times.

Adolescence is a period of active formation of a system of value orientations, which, in consequence, has an impact on the formation of character and personality as a whole.

At this age stage, it is necessary to form value orientations, which is associated with the emergence of such prerequisites as: the accumulation of sufficient experience, the occupation of a certain social status. In the process of forming a system of value orientations, the sphere of communication expands, and faces various forms of behavior, views and ideals. With the appearance of beliefs, a change in character and a revision of moral values ​​occur.

Gordon Allport also studied the value system. He believed that a person does not fall under one system of values, but under different ones. At different people different combinations of values. G. Allport singled out these values ​​as features:

one). Theoretical. Here the person is interested in revealing the truth.

2). Economic. With such a trait, a person values ​​​​utility or profitability above all else.

3). Aesthetic. Such a person mainly appreciates harmony and form.

four). Social. For a person with this trait, the main value is the love of people.

5). Political. Here power is a significant interest of this personality type.

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

Based on this, we can make the assumption that for the harmonious development of the personality, the formation of its individuality, various types of value orientations are characteristic. These types of value orientations are manifested in social activity personality. This affects the structure of the individual development of older students.

B.C. Merlin was the first to put forward the hypothesis of "value orientations as a possible mediating link in integral individuality." Although, so far no one has yet experimentally tested.

According to A.I. Dontsov, the content of value orientations will determine the consistency of life goals and professional plans.

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

Thus, we can conclude that the formation of a system of value orientations of the individual is the center of close study for various researchers. In the study of such issues, a special place is given to adolescence, since it is with this period of ontogenesis that the development of a system of value orientations is associated. And they, in turn, have a certain influence on the orientation of the individual, on her active life position.

1.2. The process of professional self-determination in senior school age

Professional self-determination of a person can be characterized as a process of defining oneself and choosing a future profession. The extent to which this choice will be correct depends on the degree of consistency of a person’s capabilities with the requirements. professional activity, as well as from the formation of the personality's ability to quickly adapt to constantly changing conditions in society.

Professional self-determination is mainly inextricably linked with the concept of "professional orientation". Which can be defined as "a multidimensional, holistic system of scientific and practical activities of public institutions responsible for preparing the younger generation to choose a profession and solving a set of tasks for the formation of professional self-determination in schoolchildren, corresponding to the individual characteristics of each individual and the demands of society in highly qualified personnel").

Career guidance is an integral system that consists of interrelated components united by a common goal, tasks and functions.

Scientists identify some subsystems. The organizational and functional subsystem includes the activities of various social institutions who are responsible for preparing students for a conscious choice of profession.

The personal subsystem naturally considers the student's personality as a subject for the development of professional self-determination, which is characterized by an active position. That is, the student strives for self-expression and self-affirmation in future professional activities; to the development of self-awareness, the formation of a correct idea of ​​one's abilities, oneself and others, social norms and values.

Of all the identified subsystems, we are interested in the personal subsystem. Therefore, we note that professional orientation at school is aimed at activating the internal resources of the individual regarding inclusion in any professional activity, and is also aimed at finding oneself in it and realizing it.

As relations in society change, the role of a person in society also changes. There is a revision of the requirements for a person as a professional worker. In particular, the first place is occupied by such personal qualities of an employee as the ability to make independent decisions, entrepreneurial spirit, mobility, propensity for commercial risk, etc.

Stimulating the initiative of a person, encouraging his creative abilities and ideas is a favorable condition for the freedom of the individual in choosing a professional and, accordingly, life path.

The result of the process of professional self-determination in senior school age is the choice of a future profession. It is necessary to assist students in choosing the right profession, which should involve the creation and functioning of a special organization dealing with these issues. These organizations should be key players in helping students make good career choices in a wide range of careers.

In the process of formation of professional self-determination of modern youth, the following stages are distinguished: the first is a fantasy stage - it corresponds to preschool age; the second is the stage of preliminary choice of a profession, which falls on 7-10 years; the third stage falls on 11-14 years old and is called the stage of a trial choice of profession; the next stage is the stage when a profession is actually chosen (15-17 years old); and final stages are the stage of vocational training and subsequent professionalization.

At each of these stages, professional self-determination is formed at different levels. From this, a number of areas can be distinguished that contribute to the solution of practical issues of professional self-determination of the younger generation.

These include: a career guidance system that helps students gain the necessary knowledge to navigate the world of professions; the ability to objectively assess their characteristics, inclinations and abilities; diagnostic techniques that help schoolchildren in determining the choice of profession; professional advice to the younger generation in these matters; and others.

The formation of professional self-determination among students, corresponding to the individual characteristics of each individual and the needs of society in personnel, its requirements for a modern worker is the main objective career guidance. However, in modern conditions this goal has not yet been fully achieved. .

A characteristic feature of early youth is aspiration to the future. While the student is in high school, he needs, in such a relatively short time, to try to create his own life plan, i.e. try to decide who to be and what to be. A high school student should not only imagine his future in general terms, but he should be aware of the ways to achieve his goals in life.

Exactly at senior class children often focus on their professional identity. It involves the rejection of teenage fantasies. A high school student often has to navigate various professions on his own, which is not at all easy, since their attitude to professions is only of their own nature, and not received information, for example, from parents, friends, acquaintances, from the media, etc. Such an experience is usually abstract, not yet experienced by the teenager himself. In addition, they do not always correctly assess their abilities, for example, the level of health, academic training, the material conditions of the family, and, mainly, their abilities and inclinations.

How prestigious the chosen profession or university will be, in which the high school student is going to enter, depends on his level of claims. Throughout the senior classes, there is such a tendency that the closer the school graduation, the more often schoolchildren begin to revise their life plans, and hence the level of claims decreases. Perhaps this may be the result of a justified rejection of sky-high hopes, but it may also be a manifestation of fear before such a decisive step in life.

Thus, professional self-determination becomes the main neoplasm of early youth. This is characterized by the formation of a new internal position, which includes awareness of oneself as a member of society, acceptance of oneself in it.

“Since plans and desires appear in senior school age, the implementation of which is delayed, and adjustments are significant in youth, sometimes not self-determination is considered a neoplasm, but psychological readiness to him" .

If there is satisfaction with the present, then the aspiration of adolescents to the future will have a beneficial effect on the formation of the personality. Under sufficiently favorable conditions for development, with satisfaction with the present, a high school student will naturally strive for the future, because it will be even better ahead.

Against the background of the development of the moral stability of the individual, the high school student is increasingly guided by his own views and beliefs, which are formed on the basis of acquired knowledge and his own life experience. Knowledge about the surrounding world and the norms of society are combined in his mind into a single picture. And thanks to this, moral self-regulation at this age becomes more complete and meaningful.

The development of self-awareness, the formation of a system of value orientations, the idea of ​​one's future, as well as the construction of models in the form of an ideal image of a professional - all this includes the process of professional self-determination.

As for the personal self-determination of a person, it occurs on the basis of the Ideals and norms of behavior recognized by the existing society. At present, the orientation towards society largely determines the professional self-awareness of a person, his professional self-determination and, accordingly, professional choice.

The realization of oneself in the profession includes the formation of the image of the profession, especially when choosing the sphere of professional activity from its diversity.

The image of the future profession is quite a complex formation, including emotional and cognitive components. For the validity of a professional choice, it is also necessary that the requirements of the profession also correspond to the capabilities of a person.

Otherwise, negative life experience accumulates in the self-consciousness of a person, and ways of solving these problems are formed, for example, avoiding these problems or ignoring them, etc.

Usually people who want to study in a professional institution or get a profession in the course of work are concerned about their professional future. After all, it predetermines their future life. Compared to assessing their professional qualities, they tend to advance development in assessing their personal qualities. Therefore, students have less ideas about their professional "I", but they have a good idea of ​​themselves as a person as a whole.

High school students have differences in self-esteem. And, above all, they relate to its content components. Some people know more about themselves, others less. Certain qualities of a person, her abilities are analyzed and evaluated, while others are not evaluated because of their irrelevance. There are certain personal properties and qualities that are not included in the scope of awareness and self-esteem, and therefore a person cannot evaluate himself.

According to A.V. Petrovsky, it is at the senior school age that a conscious attitude to learning appears.

The change in learning motivation is another point associated with professional self-determination. It is known that for high school students the leading activity is educational and professional. They begin to consider their studies as a necessary basis for their future professional activities. They begin to be interested, first of all, in those subjects that they will need in the future (for example, for admission to a university). Hence the problem of insufficient attention to the so-called "unnecessary" academic disciplines.

Baytinger O.E., closely studying the development of future orientations in adolescence, came to the conclusion that it is at the age of 16-17 that the development of psychological function has not yet been completed and it can continue even after the age of twenty.

It follows from this that by the time of professional self-determination at senior school age, graduates are not yet ready to make a mature professional choice. The main reason is the insufficient formation of the corresponding psychological functions. But it is also necessary to take into account the tendency to wishful thinking.

So, as can be seen from the literature for various researchers, the subject of close study is the psychological characteristics of professional self-determination of high school students.

It is in youth that the right choice of worldview is necessary, since in the future a mixture of values ​​\u200b\u200bdoes not allow the individual to find his place in the world human relations. It complicates the process of professional self-determination.

For the right professional choice, it is necessary that professional requirements correspond to adequate human capabilities. Otherwise, a negative life experience accumulates in the human mind, which can result in leaving or ignoring such problems.

It was found that students better imagine themselves as a person with all their individual qualities, inclinations, interests, but to a lesser extent have ideas about their professional "I", i.e. do not quite see themselves as future professionals.

So, by the time of professional self-determination, graduates are not ready to make the right choice due to the insufficient formation of some psychological functions.

Thus, professional self-determination is closely related to career guidance. And it can be viewed as a complex dynamic process of formation by a person of his relationship to the labor sphere, to the development and awareness of his abilities and capabilities, life plans and intentions, in a word, seeing himself as a professional in a certain field of activity.

1.2. Psychological features professional self-determination

Worldview.

As you know, early youth is characterized by aspiration to the future.

Before entering adulthood, in a relatively short time, it is necessary to create your own life plan, i.e. solve the questions of who to be (professional self-determination) and what to be (personal or moral self-determination). A high school student should not just imagine his future, but be aware of the ways to achieve his life goals.

In the senior class, children focus on professional self-determination.

What does a high school student look for when choosing a profession?

“In the 80s, three factors were the most significant for them: the prestige of the profession (its social value), the personality traits inherent in the representatives of this profession, and the principles and norms of relations characteristic of this professional circle.

Now one of the most important factors is material – the ability to earn a lot in the future. Values ​​such as creativity, knowledge, interesting job", are not characteristic of most high school students" .

How prestigious the chosen profession or university will be, in which the high school student is going to enter, depends on his level of claims.

There is such a tendency in the senior classes that the closer the school graduation, the more often there are revisions of one's life plans and the lower the level of pretension. This may be the result of a reasonable rejection of fictitious hopes, but it may also be a manifestation of fear of taking a decisive step.

Self-determination is associated with a new perception of time, i.e. the correlation of the past and the future, the perception of the present and the future by schoolchildren. In childhood, time was not consciously perceived and not experienced, but now it is realized, there is an aspiration to the future.

But the perception of time is contradictory. The feeling of the irreversibility of time is often combined with the idea that time has stopped. A high school student feels either very young, even very small, or, on the contrary, very old and experienced everything. Only gradually is a connection established between “me as a child” and “the adult that I will become”, the continuity of the present and the future, which is important for personal development.

In connection with the development of the moral stability of the individual, the high school student is increasingly guided by his own views and beliefs, acquired knowledge from his life experience, knowledge about the world around him and moral norms. Thanks to this, moral self-regulation becomes more complete and meaningful.

Self-determination and a certain stabilization of the personality in early youth are associated with the development of a worldview. High school students write: “A difficult age means, rather, a period of physical changes, while a youth crisis means a series of moral or philosophical problems”, “At a difficult age, you are still a child who is capricious and wants to show his independence. The crisis of youth consists in the development of one's own convictions.

As you know, in adolescence, a child discovers his inner world. At the same time, he reaches the level of formal-logical thinking. intellectual development, accompanied by the accumulation and systematization of knowledge about the world, and interest in the individual, reflection in early youth turns out to be the basis on which worldview views are built.

The picture of the world in this case can be materialistic or idealistic, created on the basis of religious beliefs etc. The very process of cognition of the surrounding world has its own specifics in different age periods. According to V.E. Chudnovsky, a teenager goes to the knowledge of reality largely from himself, through his experiences. A high school student, on the contrary, cognizing the environment, returns to himself and asks worldview questions. .

The high school student is categorical in his views. He is looking for clear, definite answers. Maximalism is characteristic not only for adolescence, but also for adolescence. Worldview problems are not solved once in a lifetime, they can change. Subsequent crises, complications, turns of life will lead to a revision of youthful positions.

Not all high school students develop a worldview - a system of clear and stable beliefs. There are such schoolchildren who follow the lead of others, someone is very serene, and someone is predictable.

“A survey conducted in the tenth grades of Moscow schools in the 1990s showed that 50% of students consider themselves inclined to change their mind under the influence of comrades and adults, 69% observe hesitation in choosing their own position, are not sure of the correctness of their point vision".

Lack of ideological choice, confusion of values ​​does not allow the individual to find his place in the world of human relations, complicates the process of professional self-determination.

Self-awareness.

The process of professional self-determination includes the development of self-awareness, the formation of a system of value orientations, the modeling of one's future, the construction of standards in the form of an ideal image of a professional. Personal self-determination of a person occurs on the basis of the development of socially developed ideas about ideals, norms of behavior and activity. At present, social orientation largely determines the professional identity of a person, his professional self-determination and professional choice.

The specific moments of self-consciousness, the formation of the self-concept, including the image of the "I-professional", depend on the degree of consistency between the ideal and real "image-I" and the ideal and real image of the profession. The ratio of "I-real" and "I-ideal" determines the requirement for a person to himself. The need to satisfy one's own "I" (self-respect, self-worth and competence) should be realized in the self-affirmation and self-expression of a person, in his desire to prove himself.

Not only knowledge, but also the realization of oneself forms the self-consciousness of a person, his "inner-I", his motivation. The realization of oneself in the profession includes the formation of the image of the profession, especially at the stage of choosing the sphere of professional activity.

The image of the future profession is a rather complex formation, including emotional and cognitive components. Correspondence of emotional and evaluative components with the essential content components of the profession makes the choice justified and real. For the validity of a professional choice, it is also necessary that the requirements of the profession correspond to the capabilities of a person. Otherwise, negative life experience accumulates in a person's self-consciousness, peculiar ways of solving the problems facing him are formed - avoiding problems, ignoring them, etc.

Self-esteem.

Awareness of the time perspective and building life plans requires high school students to be confident in themselves, their strengths and capabilities. According to American data, adolescents aged 12-13 are much more likely than younger children to think that adults and peers evaluate them negatively, their self-esteem is somewhat reduced. After 15 years, self-esteem increases again, not only compensating for the loss of adolescence, but also surpassing the level of self-esteem junior schoolchildren.

Studies show that Russian schools have revealed interesting dynamics in the development of self-esteem. Typical youthful features of self-esteem are their relative stability, sometimes high and relatively conflict-free.

It is at this time that high school students are distinguished by an optimistic view of themselves, of their capabilities, and not too anxious. All this, of course, is connected with the formation of the "I-concept" and the need for self-determination.

In the eleventh grade, the situation becomes more tense, the student is faced with a choice. Life choices, which were quite abstract last year, are becoming a reality. Some high school students maintain an "optimistic" self-esteem. It is not too high, it harmoniously correlates: desires, claims and assessment of one's own capabilities.

Other tenth graders have high and global self-esteem - it covers all aspects of life; mixes the desired and the realistically achievable. Another group, on the contrary, is distinguished by self-doubt, experiencing that gap between claims and possibilities, which they are clearly aware of. Their self-esteem is low, conflict. There are many girls in this group.

In connection with the change in self-esteem in the 11th grade, anxiety increases. Self-esteem of a particular student depends not only on the general situation, but also on individual value orientations. Suppose a boy considers himself a talented physicist, and plans for the future are clear to him. Nevertheless, his self-esteem is not high, because it is based not only on intellectual qualities, but sociability, the ability to maintain friendly relations, which he does not possess, are also important for him. In this case, the development of all spheres of personality is important.

Despite some fluctuations in the levels of self-assessment of anxiety and the diversity of personal development options, we can talk about the general stabilization of the personality during this period, which began with the formation of the "I-concept" at the border of adolescence and senior school age. High school students are more self-accepting than teenagers, their self-esteem is generally higher.

Self-regulation is intensively developing, control over one's behavior, the manifestation of emotions is increasing. The mood in early youth becomes more stable and conscious. Children at 16-17 years old, regardless of temperament, look more restrained, balanced than at 11-15.

Young people who are concerned about their professional future and who want to study in a professional educational institution or get a profession in the process of work, there is an outstripping development in the assessment of their personal qualities in comparison with the assessment of their professional qualities.

The existing differences in self-assessment, first of all, relate to its substantive components. Some know more about themselves, others less; certain personality traits, abilities, significant on this moment, are analyzed and evaluated, others, due to their irrelevance, are not evaluated by a person (although they can be evaluated by a number of parameters).

There are such personal properties and qualities that are not included in the sphere of awareness and self-esteem, and a person simply cannot evaluate himself in terms of a number of parameters.

Learning motivation.

Another point related to professional self-determination is the change in learning motivation. High school students begin to consider study as a necessary base, a prerequisite for future professional activity. They are interested in those items that they will need in the future. If they decide to continue their education, they again begin to worry about academic performance. Hence the lack of attention to "unnecessary" academic disciplines, often the humanities, and the rejection of the emphatically dismissive attitude to grades that was accepted among adolescents. .

I.S. Kohn believes that "professional self-determination of a person begins far in his childhood, when in a child's game, the child takes on different professional roles, and plays the behaviors associated with it. And it ends in early youth, when it is already necessary to make a decision that will affect the whole future life of a person.

Significance of motives learning activities and the professional choice of adolescents and young men is determined by the value in the educational activity of the acquired motives of self-determination and narrow practical motives, in the choice of a profession - the motivation "for oneself". Moreover, the dominant motivation for choosing a profession among young men is not subject to change with age. For girls, there is a transition from motivation for social needs to a general motivation for the profession.

Planning.

“Professional self-determination is an event that radically changes the further course of life and affects not only its professional component. It significantly affects both marriage and family prospects, and material well-being, and psychological harmony, self-esteem and relationships with oneself, and place of residence, travel and relocation, and much more - it is difficult to name at least one aspect of the lifestyle, on which would not affect the choice of profession ".

A special variety can be attributed to the choice made in the process of professional self-determination, since the options for professional careers in large cities are so diverse that special work is required to create in order to form a set of alternatives that will be taken into account.

A high school student very often does not know what he wants, who he would like to be. Knowledge of the vast array of professions does not automatically make them alternatives for professional self-determination; they become real alternatives only when they acquire a certain meaning for the graduate, i.e. fit them into the context of the life world.

From this point of view, the process of constructing alternatives is, in essence, the process of constructing their meaning for the subject. To make a full-fledged choice, optimal for the subject, he must get, perhaps, a more complete and adequate idea of ​​each of the alternatives.

Concerning the individual consequences of certain decisions, it is necessary to predict them, to build an image of a possible future that will arise as a result of choosing one or another alternative. Since the consequences of professional self-determination affect almost all aspects of life, it will not be an exaggeration to talk about different options for a personal future in general.

Adolescence is a period of transition from childhood to adulthood, awareness of oneself as an adult, the emergence of a desire to be and be considered an adult, reorientation of the 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 the personality of a teenager, that quality in which a new life position is displayed in relation to oneself, people and the world as a whole. It is it that determines the direction and content of the adolescent's activity, his new aspirations, desires, experiences and affective reactions. Cardinal changes in the structure of the personality of a teenager cause his special sensitivity to the assimilation of the norms, values ​​and ways of behavior inherent in the world of adults. There is a growing desire to be independent, due to the entire course of mental development.

Adolescence is a very important period in the development of personality ideals. Ideals become a role model, a rule, according to 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 a change in systemic social ties, 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 the worldview structure of a person. 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 is the central link in the changes taking place in his personality. mental development and communication becomes the leading activity. At this age, the formation of the “I-concept”, the awareness of oneself as an individuality, the appeal to one’s inner world takes place. Adolescents are quite receptive 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 identity of the culture in which he lives, and masters the norms and rules, goes through his own individual path of socialization. All the changes that occur at this age have a direct impact on the formation of value-semantic orientations and self-determination of a teenager.

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

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

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

In adolescence, a stable circle of interests begins to form, which is the psychological basis for the value orientations of adolescents. There is a switch of interests from the private and concrete to the abstract and general, 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 others develops. Most often, this is the period of transition from childhood to adulthood and the associated need for self-determination and the choice of a life path after graduation is complicated by the fact that for high school students the problem of the formation of 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 a decision. Making a decision means choosing from options. There is a need to consider and evaluate possible alternatives - mainly in the sphere of determining one's value orientations, one's life positions. However, the values ​​have not yet settled down and are tested by the practice of one's own behavior and the actions of others.

The social formation of a person occurs throughout life and in different social groups. A family, Kindergarten, a school class, a student group, a work team, a company of peers - all these are social groups that make up the immediate environment of the individual and act as carriers of various norms and values. Such groups that define the system of external regulation of the individual's behavior are called socialization institutions.

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 takes place. social life person. Up to 6-7 years for a child - the main thing is the social environment, which is formed by his habits, the foundations of social relations, the system of significances. During this period, the system of the child's relations to himself, others (relation to relatives and people in general), various types of actions is determined. It is in the family that children acquire the first interaction skills, master the first social roles, comprehend the first norms and values. Subjective value judgments are formed, determined by significant relationships, character is formed, norms are assimilated, social qualities develop. In all cases of improper upbringing, social adaptation is violated. On the other hand, the positive influence of the family contributes to successful socialization and social adaptation individual not only in childhood, but throughout life. Those positions that the child's parents form in the system of social relations subsequently determine the lifestyle and life plan, which E. Berne called the life scenario.

The intimate nature of interpersonal communication, specific for the family, 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 education has a lasting “consequence”: positive or negative traits personalities 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 throughout his life. “The family not only educates itself, but also “fertilizes” or, conversely, depletes the soil for subsequent social education.” Personal qualities associated with the development of the emotional sphere and relationships with other people are noted to be the most stable. Being formed from childhood, on the example of relationships with the parental family, they remain with a person for many years and manifest themselves in interpersonal contacts with people in various spheres of life, and especially in relationships with family members created by him.

The family is the most important factor in the socialization of the individual and one of the factors in the formation of the adolescent's value orientations.

In adolescence, in the process of communicating with others, the child constantly finds himself in situations that require him to make a decision. Making a decision means choosing among possible options. There is a need to consider and evaluate possible alternatives - mainly in the sphere of determining one's value orientations, one's life positions. However, during this period, the teenager's values ​​have not yet settled down and are tested by the practice of their 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. The 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 the physical and spiritual forces of a person; 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 watch their bodies change and their experiences fluctuate with a mixture of curiosity, interest, and sometimes fear.

In an attempt to integrate these new images and feelings into their emerging gender role, they seek out role models for themselves among family members, friends, classmates, and people known for their means. mass media.

It is legitimate to single out two aspects of the development of values ​​by adolescents: procedural and substantive.

The content component is realized through the development of knowledge about values, norms of behavior, the ability to sympathize and empathy, the awareness of the need for certain behavior in accordance with values, the willingness 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 in the development of moral values ​​by adolescents: from the 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, social and pedagogical conditions in which the learning process takes place.

The orientation process assumes the presence of three interrelated phases that ensure development. The phase of appropriation of the values ​​of society by a person, as it functions, produces a value attitude towards the world - the “Image of the World”, integrating value relations into hierarchical system value orientations of the individual. Conversion phase , based on the assigned values, it provides the transformation of the image of "I", which develops into the interaction "I - real" - "I - ideal" - "life ideal". The design phase is the final one, it ensures the formation of a person's life perspective as an orientation criterion [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 learned if the adolescent has fully mastered the content of the concept, its volume, knowledge of its connections, relations with other concepts, as well as the ability to operate with the concept in solving practical problems.

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

3. The effectiveness of value orientations.

So, the system of value orientations forms the basis of relations to the world around, to other people, to oneself, the basis of the worldview. The family is the most important factor in the socialization of the individual and one of the factors in the formation of the adolescent's value orientations. In early adolescence, children's values ​​have not yet settled down 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 theoretical analysis value orientations of adolescent 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 the system of personality relations, which determines a person's general approach to the world, to himself, giving meaning and direction to personal positions, behavior, actions.

2. Adolescence is a period of transition from childhood to adulthood, awareness of oneself as an adult person, 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 relations to the world around, to other people, to oneself, the basis of the worldview.

4. The family is the most important factor in the socialization of the individual and one of the factors in the formation of the adolescent's value orientations.

5. In early adolescence, values ​​in children have not yet settled down and are tested by the practice of their own behavior and the actions of others.

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

knowledge of values ​​- a teenager has completely mastered the content of the concept, its volume, knowledge of its connections, relations with other concepts, as well as the ability to operate with the concept in solving practical problems;

differentiation of values ​​- the ability of adolescents to make a value choice;

The effectiveness of value orientations.

Introduction

The period of adolescence is one of the most important periods in the formation of a child's personality, because it is during this period that childhood ends and another, adult life begins. Relationships in early adolescence become more difficult than in adolescence, the conflict between “fathers and children” intensifies. More and more in high school students, a sense of independence from parental care is growing, but at the same time, a sense of self-doubt, fear of a new, adult life is expressed in the search for an adult friend, in the formation of relationships with teachers, adults at a different level. At the level of friendship and trust.

Relationships with peers also change, they become more complex, differentiated. The number of friends is decreasing, but the desire to communicate with them is based on a deep sense of trust and mutual support. A high school student forms his own, inner world, which becomes extremely valuable for him.

There is a feeling of falling in love, which, although associated with puberty, the desire to have a very close friend, the need for a strong personal emotional attachment, is extremely important. Because only during this period, boys and girls love like never before. Falling in love, a first date often becomes a response to an inner need to love, to be an adult. The youthful dream of love expresses the desire for emotional contact, understanding, spiritual intimacy.

And it is during this period that the value system of high school students acquires a decisive character. Boys and girls can already say with confidence what they want to achieve in this life, and what goals they pursue in the development of their character.

With the general nature of development, the psychological characteristics of the formation of the personality of girls still differ from the characteristics of the development of boys. And the formation of values ​​and the system of value orientations of boys and girls also differ.

A great contribution to the study of value orientations was made by: A.V. Mudrik, I.S. Kon, V.M. Kuznetsov, I.S. Artyukhova, E.K. Kipriyanova, N.A. Kirilova, A.S. Sharov and others.

Thus, considering value orientations, the outstanding Soviet psychologist A.N. Leontiev noted: "... - this is the leading motive - the goal rises to a truly human and does not isolate a person, but merges his life with the life of people, their good ... such life motives can create an internal psychological justification for his existence, which is the meaning of life. " .

Relevance this study due to the fact that in itself the formation of value orientations among high school students attracts a lot of attention from scientists, especially in the light of the events of the last 20 years taking place in our country. Almost everything has changed: the regime of government, norms of morality and morality, values, and much more, which could not but affect the worldview of the child and the high school student as well. But in this work we will not consider the process of changes in the system of value orientations among high school students, we will consider the so-called product of these changes, which excites the minds of many scientists of our time.

The problem is related to the search for features of value orientations in boys and girls.

Object of study: boys and girls.

Subject of research: features of value orientations of boys and girls

Purpose: to give a theoretical substantiation of the features of the value orientations of boys and girls.

Hypothesis: we assume that there are differences between the value orientations of boys and girls.

In accordance with the purpose of the study, the following tasks were identified:

)Based on the study and analysis of psychological and pedagogical literature, to identify the essence and characteristics of boys and girls;

)To identify and describe the features of value orientations in boys and girls;

)Diagnose the value orientations of boys and girls

)To identify differences in value orientations among boys and girls

Practical significance The study consists in describing diagnostic methods for identifying the features of the value orientations of boys and girls.

Rokeach's method of value orientations is used as practical research methods. Theoretical methods are analysis, study of thematic literature and conclusion based on the results of the studied.

The study involved high school students of Lyceum No. 39 (11 B), 10 boys and 10 girls.

CHAPTER 1. Theoretical basis studying the features of value orientations of boys and girls

1 Psychological features of adolescence

Adolescence is the period of a person's life between adolescence and adulthood. In the scheme of age periodization of ontogenesis, adopted by experts in the problems of age morphology, physiology and biochemistry, adolescence is defined as 17-21 years old for boys and 16-20 years old for girls. Psychologists differ in defining the age limits of youth. In Western psychology, in general, the tradition of combining adolescence and youth in an age period called the period of growing up (adolescence) prevails, the content of which is the transition from childhood to adulthood and the boundaries of which can extend from 12-14 to 25 years. In the West, the word “teenager” (or “teen” for short) exists, and now we also take root, as a common name for anyone who is from 13 to 19 (the number of years in English language ending in -teen). In domestic science, youth is defined within the boundaries of 14-18 years and is considered as an independent period in the development of a person, his personality and individuality. The age of 15-17 years is called early youth or the age of early adolescence.

A few years ago, early adolescence coincided with high school and was therefore also called high school age, but today students aged 15-17 tend to study in grades 9, 10, and 11, respectively. secondary school, of which grade IX is the last, “completing education in high school, and only X and XI classes in the strict sense of the word belong to the senior classes.

Adolescence is characterized by a great desire for friendship and love.

At the same time, they are quite demanding in relation to them. Boys may feel that they are not close enough to their friends.

For adolescence, as well as for others, the desire to establish friendly relations with people of the same sex is characteristic. But the relationship between girls and boys is somewhat changing. Their communication becomes more active. During this period, there is a desire to experience new deep feelings.

In early youth, they share their experiences, feelings, plans, etc. with a friend. Later, he is replaced by a beloved or loved one.

At this time, a young man or woman can fully open up as a person, experiencing spiritual and sexual intimacy. For this age, the need for love is the desire to be understood, to feel emotional attachment and warmth, spiritual closeness.

The way young men build their relationships, learn to show tenderness and care, will affect their future life.

A feature of adolescence is the desire to achieve goals in the future. This has a positive effect on the formation of personality.

The formation of self-consciousness is the main neoplasm in adolescence. At this age, there is an understanding of one's inner aspirations and desires, an awareness of oneself as a person and one's individual characteristics. A sense of adulthood is formed, an understanding of oneself as a woman and a man. Adolescence is a kind of transition from childhood to adulthood. There are a number of points that affect the formation of self-consciousness:

) intellectual maturity, which includes the moral worldview. Young men are characterized by the desire to set new tasks and goals, to solve and achieve them. They have more opportunities that they are most often able to realize;

) understanding of one's individual unity and difference from others. The young man is aware of his abilities and capabilities and can compare them with the abilities of others;

) the formation of moral self-awareness. Young men adhere to established moral standards. In its development, moral consciousness reaches a significant level. The norms that young men adhere to are quite complex in structure and individual. They affect all aspects of life, including communication and activity;

) differentiation of sex roles. During this period, there is an awareness of oneself as a man (or woman). New forms of behavior are being developed that are characteristic of a certain sex, which are quite flexible. At the same time, infantilism in behavior with some people can still be observed;

) self-determination in the future, choice of profession. Young men are aware of their aspirations and preferences, following which they navigate in a variety of choices. Individual capabilities and abilities are manifested more significantly here. The time of self-determination most often does not matter for further achievements. The earlier the choice is made, the more time it takes to prepare it;

) the final formation of social attitudes (the overall system as a whole). This applies to all components: emotional, cognitive, behavioral. The process of self-consciousness is quite contradictory, and these attitudes can change;

) originality of character accentuation. Such manifestations are characteristic only for adolescence. It should be noted that some character traits can be quite contradictory. But by the end of school, the accentuation of character does not appear so brightly, it becomes less noticeable;

) the emergence of first love, the emergence of more emotional, intimate relationships. This is also important point, as there is a formation of such personality traits as fidelity, responsibility.

Educational and professional activity is leading at this age. The desire to find oneself, to determine one's future gives rise to young people's desire for knowledge, for learning. Their motives change. Aspirations match opportunities.

In other words, during this period they are ready and able to perceive new information for themselves and receive it with the help of a wide variety of types of training.

In adolescence, a philosophical orientation of thinking is noted, which is due to the development of formal-logical operations and emotional characteristics.

Young men tend to be more abstract thinking, girls - concrete. Therefore, girls are usually better at solving specific problems than abstract ones, they cognitive interests less definite and differentiated, although at the same time they, as a rule, study better than young men. The artistic and humanitarian interests of girls in most cases prevail over the natural sciences.

Many at this age tend to exaggerate their abilities, knowledge, mental capabilities.

In adolescence, the amount of attention increases, as well as the ability to maintain its intensity for a long time and switch from one subject to another. But attention becomes more selective and dependent on the orientation of interests.

Develop Creative skills. Therefore, at this age, boys and girls not only learn information, but also create something new.

Personal properties of a creatively gifted person can be different. It depends on the field of activity in which talent is manifested. Researchers have found that a creatively gifted person can show normal results in learning activities.

The possibility of intellectual advancement at this age comes through the development of learning skills when working with texts, literature, working out formal logical operations, etc.

2 The psychological nature of values ​​and value orientations

Value orientations are a reflection in the mind of a person of values ​​recognized by him as strategic life goals and general worldview 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. But the differences were either in the parameter "General - individual", or in the parameter "really acting - reflexively conscious", depending on whether the existence of individual psychological forms of the existence of values ​​other than their presence in consciousness was recognized. .

Value orientations, being one of the central personality neoplasms, 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 of value orientations with the orientation of the individual. The system of value orientations determines the content side of the orientation of the individual and forms the basis of her views on the world around, to other people, to herself, the basis of the 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).

The orientation of the individual expresses one of its most essential characteristics, which determines the social and moral value of the individual.

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

E.S. Volkov defined value orientations as a conscious regulator social behavior personality. He said that value orientations play a motivational role and determine the choice of activity.

Value orientations are formed on the basis of higher social needs and their implementation takes place in general social, social class conditions of activity. They are constituent elements of consciousness, part of its structure. In this regard, they obey the principle of the unity of consciousness and consciousness and activity, formed by S.A. Rubinstein.

Values ​​cover the life of a Human and humanity as a whole in all its manifestations and aspects, which means that they cover the cognitive sphere of a person, his behavior and the emotional and sensory sphere.

Value orientations are formed in certain socio-psychological conditions, specific situations that determine a person’s behavior, give him a certain “horizon of vision”, and are the most important characteristic of his personality, since they determine his relationship and features of interaction with people around him, determine and regulate human behavior.

Realizing their own value orientations, a person has his own place in the world, reflects on the meaning and purpose of life.

AT modern science the concept of "value orientations" is correlated, on the other hand, with the value standards of the group, class, nation, social system, on the other hand, with the motivational orientations of the individual.

The concept of "value" in its psychological interpretation is equivalent to a certain complex of psychological phenomena, which, although terminologically, are denoted by different concepts, but are semantically of the same order:

N.F. Dobrynin calls them "significance"; A.I. Bozovic "life position"; A.N. Leontiev "meaning" and "personal meaning"; V.N. Myasishchev "psychological relations".

Value internally illuminates the whole life of a person, fills it with simplicity and harmony, which leads to true freedom - freedom from hesitation and fears, freedom of creative possibilities. Values ​​are not immutable, ordered once and for all, their restructuring is possible.

S.L. Rubinstein said that value is the significance for a person of something in the world, and only a recognized value is able to perform the most important value function - the function of a guideline of command. Value orientation reveals itself in a certain direction of consciousness and behavior, manifested in socially significant deeds and actions.

1.3 Psychological research features of value orientations of high school students

After analyzing the concepts of "value" and "value orientations" from the point of view of some scientists, we need to familiarize ourselves with the review of several studies of the characteristics of the value orientations of boys and girls, and high school students in general.

Research work I. K. Bezmenova "Value orientations of high school students (theoretical review of works)"

I. K. Bezmenov, based on the works of L. M. Arkhangelsky, I. T. Frolov, N. F. Naumov, L. N. Frolovich, L. M. Arkhangelsky, A. G. Zdravomyslov, and V. A. Yadov ., Rubinshteina S.L., thereby highlights two of the most important characteristics of value: significance and a secondary character derived from human existence. Thus emphasizing the special place of values ​​in the personal hierarchy of a person. The formation of the personal value structure of an individual is the most important factor in the process of socialization, through which a person becomes a full member of society in the fullness of social relationships. on the orientation of the personality, its active social position.

Research work by S. V. Molchanov “Peculiarities of value orientations of the personality in adolescence and adolescence».

In his work, S. V. Molchanov relies on the approach to the study of the features of the value sphere of the personality "the theory of the universal content and structure of values", proposed by S. Schwartz and W. Bilsky. Within the framework of this theory, they are considered as beliefs or concepts (associated with an extra-situational desired end state or human behavior) that perform the function of managing the choice or evaluation of a course of action. The age and gender characteristics of the value sphere of adolescents and young men were revealed, their connection with the peculiarities of the social situation of development and development tasks was shown.

Research work by V.D. Saiko "Value orientations of children during the transition to primary school and adolescence"

In this work, V. D. Saiko concluded that in the development of value orientations, the periods of transition from preschool to primary school and from primary school to adolescence, characterized by the greatest dynamism of the process of formation, a qualitative difference not only in levels, but also. forms of manifestation of the value orientations of children in the sphere of social relations, relationships, attitudes towards a common cause, acts as one of the important prerequisites for the development of new aspects

L. Kohlberg, engaged in the development of the individual, studied the stages of the moral development of the individual and connected them with the stages of mental development according to Piaget. The researcher attached great importance the formation of an individual's system of value orientations.

P.M. Jacobson, highlights the psychological aspects of the maturation of the personality and, exploring the criteria for its social maturity, noted the important role of dynamic shifts in the core of the personality associated with the discovery and assimilation of values, norms, requirements and rules of society.

M. Rokeach defines values ​​as "a persistent belief that a certain way of behavior or the ultimate goal of existence is preferable from a personal or social point of view than the opposite or reverse way of behavior, or the ultimate goal of existence." You can also compare the results of research by young professionals in the field of psychology, and we will see the following conclusions:

“In the system of terminal values ​​of young men, health, the presence of good and faithful friends and an active active life, self-confidence have the highest rank of significance. Values ​​such as the beauty of nature and art, interesting work, and the happiness of others occupy the last places in their hierarchy.

The group hierarchy of the girls' terminal values ​​was characterized by the greater importance of specific life values ​​- interesting work, health, financially secure life, friendship; the values ​​of development and productive life, knowledge and creativity, which they put in last place, turned out to be insignificant.

The group hierarchy of instrumental values ​​(i.e., value-means) of young men is characterized by a greater orientation towards the values ​​of the internal qualities of the personality, good manners, cheerfulness, responsibility and honesty, with a low significance of such values ​​as intransigence with shortcomings in oneself and others, high demands.

The group hierarchy of instrumental values ​​(i.e., means-values) of girls is characterized by a greater focus on values: honesty, good manners, and responsibility. With the low importance of such values ​​as tolerance, efficiency in business, high demands.

“Considering the values ​​most preferred by the respondents of the two groups, we can single out a block of recurring, unchanging values. These are such values ​​as “favorite and interesting work”, “make a real person out of yourself”, “loyal, reliable and devoted friend”. These values ​​can be attributed to the basic values ​​of this age sample.

The value orientations of high school students are different depending on gender. For young men, the most important and regulating are the values ​​of social success - these are "favorite and interesting work", "the business that will be the most important in life", "having the means for entertainment". For girls, the values ​​of social interaction are significant, such as “faithful, reliable and devoted friend”, “authority and respect for comrades”, “make yourself a real person”.

In accordance with the values ​​accepted by adolescents, their behavior is built, their relationships with the outside world are built.

CHAPTER 2. Empirical study of the characteristics of the value orientations of boys and girls

1 Methods and organization empirical research

Among the methods for identifying the value orientations of high school students, the method of M. Rokeach "Peculiarities of value orientations" was chosen. The peculiarity of this technique lies in its ease of use for both the subjects and the researcher.

The Rokeach technique is a 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 - 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 some mode 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.

The respondent is presented with two lists of valuables, either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. 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 cards with the designation of values. Your task is to arrange them in order of importance to you as the principles that guide you in your life.

Carefully study the table and, having chosen the value that is most significant for 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 values. The least important will remain last and will take 18th place.

Develop slowly, thoughtfully. The end result should reflect your true position."

When analyzing the obtained rankings of values, the psychologist pays attention to their grouping by the subjects into meaningful blocks for various reasons. 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 not formed 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. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the subject. The application of the methodology for the purpose of selection, examination should be very careful.

2.2 The results of the study of the characteristics of the value orientations of boys and girls

Topic: features of value orientations of older boys and girls school age.

Essence of the problem: Understanding the differences and the degree of these differences between the value orientations of boys and girls.

Purpose: to reveal the differences between the value orientations of boys and girls, both terminal and instrumental.

· Conduct a study of value orientations among high school students;

· To identify differences in goals and means among boys and girls;

Object: boys and girls of senior school age.

Subject: value orientations of a terminal and instrumental nature.

Hypothesis - we assume that there are differences between boys and girls in terms of goals and means.

M. Rokeach's method "Peculiarities of value orientations" was chosen as an empirical method of research.

Sample - 10 girls and 10 boys.

The scale is ordinal non-metric, ranked.

To identify the most and least priority values ​​of boys and girls, we use the calculation of the average, which is calculated as the arithmetic mean.

To confirm the hypothesis in the work, it is necessary to apply the U-Mann-Whitney test.

The U-Mann-Whitney test is designed to assess the differences between two samples in terms of the level of any trait, quantitatively measured. It allows you to detect differences between small samples and is more powerful than the Rosenbaum test.

Description of the criterion

There are several ways to use the criterion and several variants of critical value tables corresponding to these methods.

This method determines if the area of ​​overlapping values ​​between two series is small enough. The smaller the zone of overlapping values, the more likely it is that the differences are significant. Sometimes these differences are called differences in the location of the two samples.

The empirical value of the U criterion reflects how large the zone of coincidence between the rows is. Therefore, the smaller Uemp, the more likely it is that the differences are significant.

To apply the U criterion, the following conditions must be met:

Samples must be unrelated.

The lower limit of applicability of the criterion is n1,n2>=3 or n1=2, and n2>=5.

Upper limit of applicability of the criterion: n1,n2<=60.

Comment. The U criterion is also used for connected samples, considering them as independent ones. The latter is possible if the links within the general population are weak, and the differences between two connected samples are strong. In this case, it is possible to obtain significant differences by the U test, while tests specifically designed for related samples may not detect significant differences.

Algorithm for calculating the U-Mann-Whitney criterion

1.Transfer all the data of the subjects to individual cards.

2.Mark the cards of the subjects of sample 1 in one color, for example, red, and all the cards from sample 2 in blue.

.Lay out all the cards in one row according to the degree of growth of the attribute, regardless of which sample they belong to.

4.Range the values ​​on the cards, attributing a lower value to a lower rank. Total ranks should turn out

Divide the cards again into two groups, focusing on color designations: red in one row, and blue in another.

Determine the larger of the two rank sums.

Determine the value using the formula:

where is the numerical value of the first sample,

The numerical value of the second sample,

The largest sum of ranks,

The number of subjects in the group with a higher sum of ranks.

Determine the critical values ​​from the table of critical values. If, then the hypothesis is accepted. The smaller, the higher the reliability of the differences.

Chart 1. Terminal values

The result of the calculation of the average. Terminal values ​​(see Chart 1)

Based on the graph for calculating the average indicators of the degree of importance of values-goals (we have the opposite degree), it can be seen that the most priority values ​​for girls are “self-confidence”, “love” and “having good and true friends”, while for boys important terminal values ​​are "health", "interesting work" and "active active life". Although the values ​​that are most important for girls are also of no small importance for boys.

The least important values ​​of the girl were shown by "beauty of nature and art", "entertainment", "social vocation". The young men also noted "the beauty of nature and art", "the happiness of others" and "creativity". Moreover, the “beauty of nature and art” for both sexes is in the very last place.

Average calculation results. Instrumental values ​​(see Chart 2).

Based on the graph of the results of calculating the average values-means, it can be seen that the most important values ​​for girls are "honesty", "tolerance" and "good manners". Also, "self-control" is also an important value for girls. For young men, the most important values ​​are "education", "self-control", "honesty". Moreover, it is these values ​​that are most pronounced in contrast to the others. It can also be noted that the importance of such values ​​as "education" and "self-control" practically coincides with boys and girls, with the difference that for boys "education" is in the first place, "self-control" in the second place, and for girls in the third and fourth place respectively.

As for the least important values, girls consider “high demands”, “dutifulness” and “intolerance to shortcomings” to be less important. Young men may neglect the following values: "intolerance to shortcomings", "high demands" and "sensitivity". Such qualities as "tolerance" and "dutifulness" also have a very mediocre value for young men.

Chart 2. Instrumental values

Graphic display of the U-criterion

The degree of difference between the indicators of the priorities of boys and girls

The results of the calculation of the Uemp criterion (see the graphical display of the U criterion).

According to the results of the calculation of the criterion, it can be judged that a small degree of differences in priorities among boys and girls is present in the following values: "entertainment" (terminal value), for boys it has a higher priority than for girls; “the happiness of others” (terminal value), girls consider this value more important than boys; “performance” (instrumental value), girls choose this value as less important, unlike boys; and finally, “tolerance” (instrumental value), young men position this value as less important, unlike girls.

In general, based on the graphical display of the calculation of the criterion, we can conclude that there are no statistically significant differences. The hypothesis was not confirmed.

2.3 Analysis of the results of the empirical study

Despite the fact that the U-Mann-Whitney test showed that, in general, the differences between the value orientations of boys and girls are insignificant, they still exist. And with the help of a qualitative interpretation of Graphs 1 and 2, as well as the existing small differences in the value orientations of high school students, we can analyze the features of these orientations.

In general, it is important for high school students to have close friends, to find their soul mate, because at that moment in time it is the presence of people close in spirit and heart that is a support for them. But for girls, this is more pronounced, since psychologically they are more vulnerable to the so-called life difficulties, which is why it is so important for them to love and be loved, to have good friends and be confident in themselves and their abilities. And as future wives, mothers and “housekeepers”, by their nature, girls value those personality traits that will most help them in later life, because patience will help them understand their loved ones, honesty will preserve relationships with friends, a loved one and help them become a good friend to children, and good breeding will allow you to prove yourself as a worthy representative of the fair sex. And therefore, entertainment, social vocation, high demands, intransigence to shortcomings are not important values ​​for girls, which is typical of female nature. But, apparently, diligence is not an important quality due to the feminization of our society, the desire of girls to be independent, to be "nowhere worse than men."

It is a little surprising that for both boys and girls, the beauty of nature and art, as a value, came to the very last place. Perhaps this is due to the increasing role of cities in the life of modern society, and it is difficult for the current generation of teenagers and young people to imagine their life outside the city and technology, and something natural can rather be perceived by them as unnatural.

Those goals that girls set for themselves as the highest priority are also important for boys. But it is more important for young men to realize themselves as individuals, achieve success in life, and be prepared for any everyday and family difficulties. That is why health, interesting work and an active active life will help a young man reach the pinnacle of his ambitions, his success and be realized in this world as a man (by the way, girls also strive to protect their health, but the spiritual principle is developed in them more than in young men) . Good manners, self-control and honesty will be the tools that will help the young man achieve his goals.

Young men, by the nature of their muscularity, are characterized by competition. That is why the manifestation of sensitivity and the happiness of other people worries them the least.

Weirdness causes a discrepancy between the importance of interesting work and the neglect of high demands. But, it is possible that under the high demands, the young men understood the material relationship to the girls, or a kind of consumer capriciousness. Also, creativity is one of the most neglected goals in life among young men, apparently because the direction of mental activity in general among the representatives of the stronger sex is more logical and rational than sensual and emotional. Intolerance to shortcomings is also an unimportant quality of character, perhaps this is due to the fact that young men understand this quality as intransigence to the shortcomings of loved ones, their girlfriend and parents.

In general, we can conclude that, despite many similarities in values, those differences in value orientations that exist already indicate the gender of those to whom these values ​​belong. Also, the similarity between values ​​can be explained by the fact that, despite a more or less definite orientation in life after school, and an age when psychological differences between boys and girls become apparent, the integral formation of personality will end later. And many views will change, and gender differences in views on life, goals and values ​​will be divided into “typically female” and “typically male”.

personal maturity moral outlook

Conclusion

Value orientations, being the central personality formation, express a person's conscious attitude to social reality. It also determines the broad motivation of human behavior and has a significant impact on all aspects of its reality. Of particular importance is the connection of value orientations with the orientation of the individual. The presence of value orientations contributes to the development of the worldview of the senior student. The value orientations of boys and girls have differences characteristic of their gender, which are explained both by the psychological characteristics of boys and girls, and by physiological ones.

The problem of studying the peculiarities of value orientations not only of boys and girls, but also of younger adolescents, students and youth is devoted to many works of scientists and teachers. The general thing that can be distinguished from the formation and development of value orientations can be expressed as follows: values ​​and value orientations change, because the older a person becomes, the more his horizons expand and the perception of this world changes; the structure of values ​​among boys and girls is very similar at the initial stages of the formation of value orientations, but the older the person, the more clearly gender differences in priorities are visible, since they are divided into “typically feminine” and “typically masculine”, despite the current situation of “blurred boundaries”. between the position of women and men in society.

The system of value orientations determines the content side of the orientation of the individual and forms the basis of her views on the world around, to other people, to herself, the basis of the worldview.

In connection with the relevance of this issue, the topic "Peculiarities of value orientations of boys and girls" was chosen. The purpose of our work was to show the features of differences and similarities in the value orientations of boys and girls of senior school age. The object of our study were boys and girls of senior school age. The subject was the features of the value orientations of these high school students. In the process of work, we set ourselves the following tasks:

.Describe the psychological characteristics of boys and girls of senior school age.

.To characterize the features of the value orientations of boys and girls.

.Explore the features of value orientations according to the chosen methodology.

.Conduct an analysis and draw a conclusion.

Bibliographic list

1.Leontiev D.A. Methodology for the study of value orientations. M. Meaning 1992.

2.Practical psychology of education; Study guide 4th ed. / Edited by I. V. Dubrovina - St. Petersburg: Peter, 2004

.Loschenkova, Z.B. Developmental psychology Z.B. Loschenkov. - M.: List, 2002.

.Kon I.S. School Youth / Russian Pedagogical Encyclopedia, vol. 2. - M., 1999.

.Alekseev V.G. Personal value orientations and the problem of their formation. M., 1979.

.Volkov E.S. Dependence of value orientations on the change of activities. M., 1981.

.Nemov R.S. Psychology. Textbook for students of pedagogical educational institutions. M., Vlados 1998.

.Rubinshtein S.L. Problems of general psychology. M., 1976.

.Sidorenko EV, Methods of mathematical processing in psychology. St. Petersburg: Speech, 2000.

.Zdravomyslov A.G. Needs. Interests. Values.- M.: Politizdat.- 1986.- 223 p.

.Mukhina V.S. Age psychology: phenomenology of development, childhood, adolescence, Academy. 1995 - 420s.

.Kon I.S. Psychology of a high school student, M., 1980.

.Selezneva A.V. My research - M., 2010

.Gorokhov N.N., Study of the values ​​of orientations among high school students - Omsk, 2001

Tutoring

Need help learning a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Submit an application indicating the topic right now to find out about the possibility of obtaining a consultation.

Tolstikova Victoria

The research project "Value orientations of modern adolescents" was created as part of the study of the topic "Spiritual life of society" and is a study of those values ​​that are most important for modern adolescents.

Download:

Preview:

Research project:

Value Orientations

modern teenagers

School No. 9, 8th grade

Supervisor:

Chernysheva Natalya 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 the Modern Adolescent.

Chapter 4 Factors influencing the formation of value

Adolescent 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 ​​in 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 in personality development. It is in adolescence that a certain circle of interests begins to be established, which gradually acquires a certain stability. This range of interests is the psychological basis of the adolescent's value orientations. At this age, there is an increase in interest in issues of worldview, religion, morality, aesthetics. Interest in the psychological experiences of other people and in one's own develops.

Based on the foregoing, the goal, objectives, object and subject of research are determined.

The object of this study: a modern teenager.

Subject of research: value orientations of modern teenagers.

The purpose of the study: to study the value orientations of a modern teenager.

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. to make an analysis of the obtained results and their generalization;

5. identify factors that influence 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 the individual

The values ​​of each person are a whole world: complex, dynamic, contradictory. Value is everything for a person that has a certain significance, personal or social meaning for him. Values ​​are ideas, ideals, goals towards which a person and society aspire. 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 adolescents, values ​​are what is important for a person, what he strives for throughout his life.

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

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

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

Value orientations, being one of the central personality neoplasms, 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 of value orientations with the orientation of the individual. The system of value orientations determines the content side of the orientation of the individual and forms the basis of her views on the world around, to other people, to herself, the basis of the 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 ​​- values-goals and secondary values ​​- values-means. Personal values ​​form a system of its value orientations, i.e. system of the most important personality traits. These value orientations determine a certain basis of the consciousness and behavior of the individual, they determine its development and formation.

The system of moral value orientations as the ideal of education is an integrative personal education, expressed in the orientation of the individual to 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 a value judgment that encourages activity. person for its assignment.

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 the system of personality relations, which determines a person's general approach to the world, to himself, giving meaning and direction to personal positions, behavior, actions. The system of value orientations expresses the inner basis of the relationship of the individual with reality.

Chapter 2

The most interesting, from the point of view of the formation of a system of value orientations of the individual, is adolescence. The boundaries of adolescence roughly coincide with the education of children in grades V-VIII of secondary school and cover the age 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 adolescence in the development of the child is reflected in its names: "transitional", "critical", "difficult", "critical". They recorded 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 is the main content and specific difference of all aspects of development in this period - physical, mental, moral, social.

Qualitatively new formations are emerging in all directions, elements of adulthood appear as a result of the restructuring of the body, self-awareness, relationships with adults and comrades, ways 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 for 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 relations with parents, the transition from child dependence to relations based on mutual respect and equality. Adolescence is called transitional. 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 moments is associated with internal hormonal and physiological changes, entailing bodily changes, unconscious sexual desire, as well as emotionally sensitive changes.

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

Reasonable, i.e. formal rigid logic owns the mind of a teenager. That's right: he does not own this logic, but it arises in his mind as a kind of coercive force. It requires an unambiguous answer and evaluation for any question: true or false, yes or no. And this creates in the mind of a teenager a certain tendency towards maximalism, makes him sacrifice friendship, becomes antagonistic with close people, since the diversity and inconsistency of reality and human relations do 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 to an adult in terms of the type of logic of thinking, in terms of life experience and the content of consciousness, a teenager remains still a child. Protesting against lies, hypocrisy and the domination of the world of adults over him, at the same time he needs spiritual warmth, affection, understanding, approval, forgiveness of adults. Rejecting authority, a teenager needs authority - in such an adult whom he could 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 reflection in the consciousness of a teenager, which has become for him the leading form of a conscious attitude to the world, and the impersonal world of adults, which does not fit into the framework of rationality, and at the same time proclaims the rationality (consciousness) of his being.

The importance of this issue is that almost every teenager, during the transitional age, faces special difficulties, tries to find himself. Transitional age 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. In close connection with the search for the meaning of life is the desire to know oneself, one's abilities, opportunities, the search for oneself in relationships with others. For a child, the only conscious reality is the outside world, where he projects his fantasy as well. For an adolescent, 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 in himself and enjoy his experiences, a teenager discovers 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".

The discovery of one's inner world is a very important, joyful and exciting event, but it also causes a lot of disturbing and dramatic experiences. Together with the consciousness of one's uniqueness, uniqueness, unlikeness to others, a feeling of loneliness comes. The teenage “I” is still indefinite, it is often experienced as a vague anxiety or a feeling of inner emptiness that needs to be filled with something. From here - the need for communication grows and at the same time the selectivity of communication, the need for solitude increases. The consciousness of one's peculiarity, unlikeness to others, causes a feeling of loneliness or fear of loneliness, which is very characteristic of early youth.

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

Chapter 3

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 every 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 the sociologist Milton Rokeach. The technique developed by him is based on direct ranking of the list of values. M. Rokeach distinguishes two classes of values:

1. Terminal - beliefs that the ultimate goal of individual existence is worth striving for. The stimulus material is represented by a set of 18 values.
2. Instrumental - beliefs that some mode 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.

Among students of grades V-VIII, a test was conducted, in which about one hundred and fifty teenagers participated.

After processing the testing data, the values ​​were grouped into meaningful blocks for various reasons.

The test results revealed the following trends in the development of terminal values: the values ​​of personal life (love, health, friends, happy family life) are more significant for teenagers. According to the guys, it is these values ​​that are the foundation of their future life.

To find out why exactly these values ​​are the main ones for the guys, we conducted an interview. Here is what the teenagers said:

“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, tell about the most intimate."

Important for adolescents are the values ​​of self-realization (an active active life, self-confidence, development, knowledge, creativity). That is, this indicates that at the present time adolescents set significant goals for themselves. Self-realization of a teenager is a conscious and subjectively significant process of revealing by a person his abilities and capabilities in activities and relationships. Self-realization of a teenager as a process involves: identification of oneself with others; openness to experience and its acceptance; diverse perception by the subject of sensually given situations; creative nature of the activity.

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

The values ​​of professional self-realization (interesting work, public recognition) are of great importance for children. Already in some sixth graders, but more often in seventh and eighth graders, independent activity acquires the character of self-education in a completely 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 such values ​​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 defined in various groups. The most important for adolescents are the values ​​of self-affirmation: independence, responsibility, rationalism, self-control. Every person is characterized by the need to establish himself in the activities 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, heightened self-esteem.

The next, in terms of importance, are the values ​​of the case (diligence, efficiency in business, breadth of views, 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 respect any work, to be able to perform any work, to see the need for unattractive at first glance, labor operations, deeds, professions.
And, of course, individualistic values ​​are significant for the guys: honesty, cheerfulness, accuracy, sensitivity.
Individualism is a trait of morality, which means the satisfaction of personal needs without prejudice to others. At the same time, such a person is often quite initiative and, under favorable conditions, succeeds.

Thus, taking the methodology of Milton Rokeach 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 the values ​​of business.

Chapter 4

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

According to the results of the survey, it turned out that the family is in the first place. 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 assimilated, social qualities develop.

The most important thing for a teenager is the confidence that he is loved by his parents, that adults see advantages in him, and not just shortcomings. It must be remembered that only the love of loved ones will help a growing child overcome the painful transitional period of adolescence, when a teenager becomes uncontrollable.

In the second place, according to the results of the survey, you can put the school. Education plays an important role in a teenager's life. Since he spends most of his time at school, it is correct to assume that conditions are created within the walls of the school for the development of his personality. The positive here is the adolescent's readiness for those types of learning activities that make him more mature in his own eyes. Such readiness may be one of the motives for learning. For a teenager, independent forms of employment become attractive. It appeals to him and he more easily masters the methods of action 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 presentation of the material by the teacher, the ability to explain the material in a fascinating and intelligible way, which activates interest, enhances the motivation for learning. Gradually, based on the cognitive need, 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 the teenager with the 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 the methods of scientific knowledge), must implement a psychological function (formation of the subjective world of the individual). With regard to the tasks of intellectual education, this means that the goal of the educational process is not just the assimilation of the school course, but the enrichment of the student's intellect.

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

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

Also, self-development has a considerable influence on the formation of value orientations. According to adolescents, self-development helps to establish themselves in society, make all dreams come true, consciously overcome obstacles and force oneself to do what one does not want to do. Most students of grades VII-VIII are already engaged in self-development, but not all of them have a systematic and systematic character. 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 adolescent's activity is himself: in one he restrains himself, another breaks, the third creates 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, prepares himself for the future. Although he is very absorbed in the present, he is also looking to 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 the development of the individual. 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 than 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, capture relationships, identify patterns, solve problems, make the right decisions, understand and appreciate diversity, work with others, take risks and manage the situation. The emphasis will not be 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, the choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his own problems. But often, due to lack of experience, he fails or makes a mistake, which is then difficult to correct. Adolescents tend to focus on the immediate results of their decisions, while parents pay more attention to their future consequences. As long as most of the 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 to continue to get out of difficult situations with honor. He is constantly learning this.

Also, in the formation of value orientations there is a place for the role of the media: receiving a large amount of information, adolescents not only expand their cognitive capabilities, but also increase their creative potential.

Thus, the survey data showed that many factors influence the formation of adolescents' value orientations. In the opinion of adolescents themselves, the family, school, self-development and mass 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 the personality, fixed by the life experience of the individual, the totality of his experiences. They distinguish the essential and important for a given person from the non-essential. Because of this, value orientations are an important factor that determines the motivation of the actions and deeds of the individual. Value orientations are an internal component of a person's self-awareness, which affects the motives, interests, attitudes, and needs of the person.

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

The problem of the formation of 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 former, childish attitude towards himself and the world, negativism, uncertainty, the collapse of authorities. In adolescence, the transition from consciousness to self-consciousness takes place, the personality “crystallizes”.

Taking the methodology of Milton Rokeach 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 the values ​​of the case. The main factors influencing the formation of value orientations are the family, school, self-development, and the media.

APPENDIX No. 1

METHOD "VALUE ORIENTATIONS" (M. Rokeach)

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

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

2-life wisdom (maturity of judgment 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 in 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, horizons, general culture, intellectual development);

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

17 - creativity (the 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 - intransigence 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 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, respect other tastes, customs, habits);

16 - honesty (truthfulness, sincerity);

17 - efficiency in business (industriousness, productivity in work); 18 - sensitivity (caring).

Application No. 2

Terminal values ​​of adolescents. Testing.

Assets naya day body naya life

life naya mud growth

Zdo rovier

Inte handiwork

Kra honeycomb at childbirth

Liu bov

Obes hepatic naya life

having good and true friends

Society venous recognition nie

Pozna nie

Pro ductive naya life

Develop tie

Development Leche nia

its baud

Happy living families naya life;

Scha stee dru gih

creation Honor in

Uwe Ren ness in oneself

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. Public recognition

11. Interesting work

12.Provided life

13. Productive life

14. Life Wisdom

15. Entertainment

16. Beauty of nature

17. Freedom

18 The happiness of others

Instrumental values ​​of teenagers

Accura multiplicity

brought up ness

High requests

life Joy ness

Fulfill validity

independent bridge

don't accept Rimost Kknedostat kam

obrazo vanity

Answer vein

Ration ism

Samo control

Sme lost

Tver Yes I will

be patient bridge

breadth of views

honesty

Effect. AT affairs

sensitivity

5 a

results

1.Independence

2. Responsibility

3.Self-control

4. Rationalism

5. Performance

6. Breadth of views

7. Efficiency in business

8. Breadth of views

9. Neatness

10. Sensitivity

11. Strong will

12..Education

13. Honesty.

14. Good manners

15. Courage to stand up for your opinion

16.High requests

17. Tolerance

18. Intolerance to the shortcomings of others

Application No. 3

Questions for questionnaires and interviews

1. What are values?

2. What values ​​are important to you and why?

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

Bibliography

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

Internet resources

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

annotation

to the work "Value Orientations of Modern Adolescents"

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

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

- to 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 research;

- to make an analysis of the obtained results and their generalization;

- to 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 systematization of theoretical material;

- testing method

- survey 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 according to the Milton Rokeach method and a survey of adolescents, the author of the work found out which values ​​are priority for modern adolescents, deduced own methodology for ranking values, found out exactly what factors influence the formation of adolescents' value orientations.

Cardinal changes in the political, economic, spiritual spheres of our society entail radical changes in the psychology, value orientations and actions of people. The study of the changes taking place in the minds of today's youth is becoming especially acute today. The reassessment of values, their crisis, which is inevitable in the conditions of breaking the established foundations, is most of all manifested in the consciousness of this social group. The study of value orientations, life priorities of modern youth is very important, as it characterizes the state of modern Russian society.

Our school has not previously conducted a study of the life priorities of adolescents, and we were interested in this issue, since we are the first generation of the new time, on which the future of our country depends.

Based on the foregoing, the purpose of the work is: to describe the system of value orientations of older schoolchildren in a sample of adolescents from the village of Kostenkovo ​​and the city of Novokuznetsk.

The object of our study is the system of value orientations of older schoolchildren, the subject is the features of the value orientations of schoolchildren aged 15-16 in the village of Kostenkovo ​​and the city of Novokuznetsk.

A working hypothesis was put forward: regardless of the social environment and place of residence, the value system of schoolchildren aged 15-16 has similar features.

64 respondents were interviewed - adolescents aged 15-16: 30 respondents were students of the Kostenkovskaya secondary school, 34 were students of school No. 91 of the Central District of the city of Novokuznetsk.

To identify the value orientations of adolescents, the method of M. Rokeach (Rokeach, 1973) "Value Orientations" was used.

The results of the study were presented at the school scientific and practical conference. At a meeting of the School Health Council for teachers, a message was made about the place of health among other life values ​​of students in grades 9-10 of the Kostenkovskaya school. In addition, high school students themselves are familiar with the results of the study.

Theoretical part

Value orientations are a complex socio-psychological phenomenon that characterizes the direction and content of an active personality, which is an integral part of the system of personality relations, which determines a person’s general approach to the world, to himself, giving meaning and direction to personal positions, behavior, actions. The system of value orientations has a multilevel structure. Its peak is the values ​​associated with the ideals and life goals of the individual.

The relevance of studying the value orientations of young people has led to the emergence of a number of works devoted to various aspects of this problem. In socio-psychological and psychological-pedagogical research, the structure and dynamics of the value orientations of a person in adolescence, the relationship with professional orientation, etc. are studied.

Value orientations (CO) (from the French. orientation - installation) - a way of differentiating objects by an individual according to their significance. Value orientations are formed during the assimilation of social experience and are found in goals, ideals, beliefs, interests and other manifestations of the personality. In the structure of human activity, value orientations are closely connected with its cognitive and volitional aspects. The system of value orientations forms the content side of the orientation of the personality and expresses the inner basis of its relationship to reality. The system of value orientations forms the content side of the orientation of the personality and expresses the inner basis of its relationship to reality. In the process of joint activity, which determines the relations of people in groups, group ACs are formed. The coincidence of the most important ACs of the members of the group ensures its cohesion (as a value-oriented unity).

The typology of value orientations is one of the methods of scientific knowledge, which allows, on the basis of a structural-system approach, to dismember and group systems of objects using a generalized, idealized model. Many scientists: philosophers, sociologists, psychologists, educators - have attempted to streamline and describe the system of values. Naturally, in the process of typology, researchers relied on identifying similarities and differences in value orientations, on finding ways to identify them.

The typology of N. Rescher is widely known, it notes what needs, interests and desires of a person are associated with values

Table 1

Typology of values ​​(N. Rescher)

Material and physical Health, comfort, physical security

Economic Economic confidence, performance, efficiency

Moral Honesty, justice

Social Charity, courtesy

Political Freedom, equality, legality

Aesthetic beauty, harmony, symmetry

Religious Humility, tenderness, enlightenment of consciousness

Intellectual Knowledge, clarity, consistency

Professional recognition, success

Sentimental Love, attraction, friendship

The most successful attempt to develop a classification of values, which is widely used in socio-psychological research, belongs to M. Rokeach. According to the teachings of psychologist R. Rokeach, there are two classes of values: 1) terminal - beliefs that some ultimate goal of individual existence is worth striving for (what a person strives for): health, freedom, career, education , family, etc. - these are values-goals; 2) instrumental values ​​- beliefs that some mode of action or personality trait is preferable in any situation (helping to achieve the main goals).

table 2

Typology of values ​​(M. Rokeach)

Values-goals (terminal Values-means (instrumental values)

values)

Active, active life 1. Accuracy (cleanliness, the ability to keep your belongings in order, order in business)

Life wisdom (maturity of judgment and common sense, achieved 2. Good breeding (good manners)

life experience)

Health (physical and mental) 3. High demands (high claims)

Interesting work 4. Cheerfulness (sense of humor)

The beauty of nature and art (experiencing beauty in nature and in 5. Independence (the ability to act independently)

Love (internal disinterested need for a growing person) 6. Intolerance to shortcomings in oneself and others

Financially secure life (lack of material 7. Diligence (discipline)

difficulties)

The presence of good and true friends 8. Education (breadth of knowledge, high general culture)

General good situation in the country, in our society, preservation 9. Responsibility (sense of duty, ability to keep one's word)

peace between peoples (kat condition for the well-being of everyone)

Public recognition (respect for others, team, colleagues) 10. Rationalism (the ability to think sensibly and logically, make informed decisions)

Cognition (the possibility of expanding one's education, horizons, 11. Self-control (restraint, self-discipline)

general culture, intellectual development)

Equality (equal opportunities for all) 12. Courage in defending one's opinion, one's views

Independence, as independence in judgments 13. Strong will (ability to insist on one's own, not to retreat in the face of difficulties)

Freedom as independence in actions 14. Tolerance for the views and opinions of others, the ability to forgive others for their mistakes and delusions

Happy family life 15. Breadth of views (the ability to understand someone else's point of view, respect other tastes, customs, habits)

Creativity (the possibility of creative activity) 16. Honesty, (fairness, sincerity)

Self-confidence (freedom from internal contradictions, doubts.) 17. Efficiency in business (hard work, productivity at work)

Pleasures (life full of pleasures, entertainment, pleasant 18. Sensitivity (caring)

spending time)

The well-known psychologist Viktor Frankl singled out three groups of values: the values ​​of creativity, the values ​​of experience and the values ​​of attitude. These values ​​correspond to three main ways in which a person cannot find meaning in life. The first is what he gives to the world in his creations; the second - what he takes from the world in his meetings, experiences; the third is the position he takes in relation to his position (if he cannot change his fate).

Table 3

Typology of values ​​(V. Frankl)

Groups of values ​​according to V. Frankl The path to understanding life

Creativity Values ​​With what we give to life (our creative work)

Experiencing Values ​​With What We Take From the World (Experiencing Values)

Attitude values ​​Through the position we take in relation to destiny

Of interest is the typology of terminal values ​​by Yu. M. Plyusnin, developed on the basis of the integration of well-known variants of the typology of values ​​by M. Rokeach with the typology of needs by A. Maslow. Five groups of values ​​were identified in accordance with A. Maslow's hierarchy of needs model, according to which the values ​​from the list of M. Rokeach were distributed with the addition of such values ​​as "simple life", "human life". At the same time, the researcher combined the category “work” with the values ​​“active life” and “interesting work”, and excluded the values ​​“self-confidence” from the list of values. Thus, the typology includes the following:

Table 4

Typology of values ​​(Yu. M. Plyusin)

Groups of values ​​in accordance with the needs according to A. Maslow Values ​​according to M. Rokeach

A group of lower values ​​of the "organic" series (values ​​associated with the simple life, life for pleasure, well-being.

satisfaction of physiological needs)

A group of values ​​associated with meeting the need for security, safety, health, human life.

personal and social security

A group of values ​​associated with meeting the need for social love, family, communication, contacts, interpersonal relationships

A group of values ​​associated with satisfying the need for self-esteem, public recognition, independence, equality of achievement

A group of higher values ​​associated with self-actualization of the individual Freedom, creativity, knowledge, understanding, beauty

Thus, the appeal to the typology of values/value orientations indicates that in the philosophical, sociological, psychological and pedagogical literature there are many approaches to the systematization, interpretation and operationalization of value phenomena. This is due, first of all, to the fact that scientists proceed from various theoretical and empirical grounds, arguing this with the specifics of the phenomenon under study and the versatility of its manifestations.

The specific role of the content-semantic and structural-dynamic characteristics of the system of value orientations of the individual in their connection with the characteristics of the individual and the factors of socialization in adolescence is investigated. For this age, in addition to the traditional values ​​of society, the orientation towards personal communication is of particular importance, therefore, communication with peers, situations of collision with opposing views and opinions play an important role in the formation of a system of value orientations. However, the process of establishing a system of value orientations can also be hampered, leading to the emergence of the phenomenon of moral infantilism, which has recently been causing concern for an increasing number of psychologists and educators.

Adolescence is a period of intensive formation of a system of value orientations that influences the formation of character and personality as a whole. This is due to the appearance at this age stage of the prerequisites necessary for the formation of value orientations: the mastery of conceptual thinking, the accumulation of sufficient moral experience, and the occupation of a certain social position. The process of forming a system of value orientations is stimulated by a significant expansion of communication, a collision with a variety of forms of behavior, views, and ideals. The appearance of beliefs in adolescence indicates a significant qualitative change in the nature of the formation of a system of moral values.

It is during the period of youth that one of the main most important tasks for a person is to create his own system of values. This period is one of the brightest, most creative periods of life, the young man is directed to the future, he can no longer and does not want to live in a "strange mind" and must determine for himself what is important and what is not, it is very important not to waste time, do not spend it on thoughtless submission or thoughtless entertainment, it is in this age period that young people especially need understanding by others and, of course, an attentive, caring, tactful attitude of adults is required.

The value system of society is unstable and is determined by many factors, including economic, political, and ideological ones. Our social situation for more than a decade can be characterized as unstable. This is manifested at different levels of the structure of society, in its various spheres, including at the psychological level of the individual. The situation of instability is expressed, in particular, in the breaking of old stereotypes, norms and values, in a sharp change in value priorities, in the impossibility of choosing and unambiguously solving some problems. Undoubtedly, all this is reflected in the process of socialization of adolescents, and more specifically, in the characteristics of their behavior and self-awareness.

The myth has gone down in history that “we have a road for young people everywhere”. What is it like today for Russian youth, what guidelines do young people rely on or not? On this occasion, V. D. Lisovsky writes “Today's young Russians are placed in doubly extreme conditions: a revolution in the socio-economic structure is accompanied by a crisis of value consciousness. Young people have to decide for themselves what is more valuable - enrichment by any means or the acquisition of high qualifications that provide the ability to adapt to new conditions; denial of the old moral norms or flexibility, adaptability to the new reality; unlimited freedom of interpersonal intersexual relationships or the family as a bulwark of a successful existence.

The system of value orientations is not something absolutely ordered and immovable, it is contradictory and dynamic, reflecting both the main, essential, core changes in the interdependence of the individual with the world, and the change in current, fleeting, to a certain extent random life situations.

Research part

We conducted a psychological study aimed at studying the value orientations of students in grades 9-10 of the Kostenkovskaya school and the city of Novokuznetsk. The method of studying the value orientations of M. Rokeach was used. Respondents were presented with two lists of values ​​- terminal, instrumental. Values ​​had to be ranked in order of importance. The most significant value takes the first place, the less significant one - the second, etc. Next, we calculated the sample mean value of the value, then we assigned a certain score to each value, which we used to build the rating of values. The lower the score, the more significant the value and the higher the place in the ranking of values.

Having received the results of the study, we identified three groups of terminal values ​​in terms of significance: the first group - highly significant - included (in descending order of significance): 1) health (4.2), 2) love (4.7), 3) the presence of good true friends (5.5), 4) a happy family life (7.9), 5) self-confidence (8.7), 6) independence in actions (8.75); in the second - significant at the average level - 1) interesting work (8.8), 2) career (8.9), 3) financially secure life (9), 4) active active life (9.5), 5) pleasure (10.3), 6) knowledge (10.5); in the third - significant to a low degree - 1) public recognition (10.7), 2) life wisdom (11.2), 3) creativity (12.4), 4) beauty of nature and art (12.6), 5 ) good situation in the country (13.9), 6) glory (14.4).

We see that high school students are more oriented, first of all, to fairly universal values ​​that correspond to their age - love, friendship. This is due to the physiological and psychological characteristics of this age.

Comparing the results of a study of rural and urban adolescents, some differences can be noted: for example, rural schoolchildren put health in the first place, while urban schoolchildren put this value in fourth place. Probably, this choice is due to the fact that the Kostenkovskaya school introduces health-saving technologies into its practice.

Urban and rural adolescents have the same significant values ​​(love, friendship), as well as low-value values ​​(the situation in the country, fame, the beauty of nature and art, creativity). An unstable position is occupied by such values ​​as an active life, knowledge, self-confidence, career, health, life wisdom.

Significant differences were found in the value orientations of girls. The girls of the Kostenkov school put "active life" in 16th place, and urban girls in 8th place, "independence in actions" of rural girls ranks 12th, and urban girls - 6th.

A large number of clear differences were found among young men among the following values: independence in actions; self confidence; financially secure life; interesting job.

Similarly, we analyzed the instrumental values ​​of adolescents (that with which a person achieves his goal) and obtained the following results.

the first group - highly significant - included: good manners (5.8), education (5.9), honesty (6.2), self-control (7.4), responsibility (7.8), cheerfulness (8) ; in the second - significant at the average level - strong will (9.1), courage in defending an opinion (9.3), independence in actions (9.5), accuracy (9.5), diligence (9.6), breadth views (10.2); in the third - significant in a low degree - tolerance (10.9), sensitivity (11.2), rationalism (11.6), diligence (11.8), high demands (14.7), intolerance to shortcomings in oneself and in others (15.2) .

The instrumental values ​​of rural and urban high school students also have only minor differences: for example, accuracy among rural teenagers is in 6th place, and in urban ones it is 13th; strong will in rural areas in 11th place, and in urban areas in 5th place. In general, value priorities are similar, there is only a shift of 1-2 places

Perhaps this is due to the peculiarity of the social situation in which the adolescent grows up.

According to our research, it is possible to draw up a portrait of a modern high school student. This teenager is not conceited, with a low culture, who is not interested in politics, not prone to creativity. Most of all, she appreciates good relations with peers, strives to achieve her goals with the help of such qualities as good breeding, education, honesty, self-control, responsibility, cheerfulness.

Conclusion

Thus, our hypothesis was confirmed. The value orientations of adolescents of the Kostenkovskaya school differ slightly from the value orientations of high school students in the city of Novokuznetsk.

Perhaps a review of data on the state of value orientations of high school students will help in planning the educational work of class teachers, in addition, these results can be used in the professional identification of adolescents.