Formation of value orientations in adolescence. Formation of value orientations in older adolescents Features of the formation of value orientations in adolescence

27.05.2021

Formation of value orientations in adolescents

Problems related to human values, are among the most important for the sciences dealing with the study of man and society. This is due, first of all, to the fact that values act as an integrative basis both for a single individual and for any social group, nation and all of humanity as a whole.

Value orientations are the most important component of the consciousness of the individual, significantly influencing the perception environment, attitude to society, a social group, to a person's ideas about himself. As an element of the personality structure, they reflect its internal readiness for action to meet the needs and goals, give direction to its behavior in all areas of activity. The specificity of value orientations lies in the fact that this category is most closely associated with the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value representations that express the subjective attitude of the individual to the objective conditions of life, really determine the actions and actions of a person, manifest and reveal themselves in practical behavior. Value orientations are the core, basic characteristic of the personality, the social property of the personality.

Value orientation has three components:

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

2. emotional, which involves the individual experiencing his attitude to these values and determines personal meaning this relationship;

3. behavioral, based on the results of the interaction of the first two components. Thanks to the cognition of reality and its valuable experience, the subject forms a willingness to act, to carry out what has been conceived in accordance with a well-thought-out plan.

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

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

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

Value orientations are determined by consciousness or subconsciousness, are formed in the course of gaining personal experience. In the formed state, they represent an individual hierarchical set of values that determine the direction of the personality and the selectivity of its behavior.

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

Model of formation of value orientations

In the knowledge of features social development and the nature of the socialization process, the stage of adolescence occupies a special place. It is considered as a specific pubertal period, characterized by a special dynamics of "getting rid of the previous phase of development" and the formation new system life orientation. That is why the disclosure of structural and content characteristics, trends, factors, conditions that determine the process of adolescent socialization, the formation of his social position, and self-determination remains relevant.

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

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

The task arises of forming in the child unconscious driving forces of prosocial behavior and internal "brakes" that restrain negative behavior. This is the basis of the concept of free education, which refuses coercion, but only on condition that unconscious internal regulators of the child's behavior are formed.

The most significant for a teenager is personal participation in socially significant events. At the same time, B. Bitiias notes that in adolescence, it is not so much the social ideas themselves that are important, but the emotional attitude of adults to these ideas and the construction of behavior on this attitude. In early adolescence, the pleasure of doing the right thing and the pain of doing the right thing come to the fore. With a negative emotional experience, a negative position of the individual is formed. Thus, it has been established that children in unfavorable families practically do not experience positive experiences, and this is the main reason for the formation of their negative position. Creating conditions for positive emotional experiences creates favorable prerequisites for changing the negative position.

The process of education is built in such a way that for a teenager it acts as a satisfaction of his personal needs, interests, as a process of self-realization.

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 where the learning process takes place.

The orientation process assumes the presence of three interrelated phases that ensure development.Assignment phase The personality of society's values, as it functions, produces a value attitude - value orientations and a hierarchical system of value orientations.Conversion phase , based on the assigned values, it provides the transformation of the image of I, which develops in the interaction "I am real" - "I am ideal" - "life ideal".Prediction phase - the final one ensures the formation of a person's life perspective as an orientation criterion.

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.

Developed value orientations are a sign of a person's maturity, an indicator of the measure of his sociality. A stable and consistent structure of value orientations determines the development of such personality traits as integrity, reliability, loyalty to certain principles and ideals, and an active life position. Inconsistency breeds inconsistency in behavior. The underdevelopment of value orientations is a sign of infantilism, which is especially noticeable among the younger generation, which will be discussed below.

Introduction

3. The system of value orientations of adolescents

3.1 Intellectual and educational values

3.2 Moral and cultural values

3.3 Political values

3.4 Family values

Conclusion

List of used literature

Introduction

The system of value orientations, being a psychological characteristic of a mature personality, one of the central personality formations, expresses a person's meaningful attitude to social reality and, as such, determines the motivation of his behavior, has a significant impact on all aspects of his activity. As an element of the personality structure, value orientations characterize the internal readiness to perform certain activities to meet the needs and interests, indicate the direction of its behavior.

The problem of the formation of value orientations is devoted to the works of the classics of foreign and domestic science, who in their theories rely on the concept of personality, since value orientations are closely related to it, as well as to the study of human behavior and motives. In the works of T.N. Malkovskaya, Z.I. Ravkina, V.V. Serikova et al. consider the essence of moral values and value orientations, their place in the structure of personality.

Modern psychologists, philosophers and sociologists N.S. Rozov, B. Schleder and others also address the problem of the formation and development of value orientations of the individual, considering them as a component of the personality structure, characterizing the direction and content of the individual's activity, determining the general approach of a person to the world, to himself, giving meaning and direction to personal positions, behaviour, actions.

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 psychological experiences and the experiences of other people develops.

The problem of the formation and development of value orientations in adolescents is relevant today. Relevance This topic is due to socio-economic transformations, reforming the education system, on the one hand, and an increase in the number of crimes among adolescents who drink alcohol, the deformation of values among adolescents, on the other.

object studies are the value orientations of modern adolescents. Thing– formation and development of various types of value orientations.

Objective- to reveal the essence and content of the features of value orientations in adolescence. To achieve this goal, it is necessary to solve the following tasks:

To study the concept of "value orientations" in the historical aspect;

To study the process of formation of value orientations;

Determine the system of value orientations and its main elements;

To study the types of value orientations.

1. Definition of the concept of "value orientations" in the historical aspect

Value is an idea of what is sacred for a person, a team, society as a whole, their beliefs and ideas expressed in behavior. In a narrow sense, value refers to requirements, norms that act as a regulator and goal. human relations and activities. We can say that the level of cultural development of society, the degree of its civilization depends on values.

Closely related to the concept of value is the concept of "value orientation", which was first used in American sociology, in particular, by T. Parsons. Value orientation is an individual and group ranking of values, in which some are given more importance than others, which affects the choice of goals of activity and the means to achieve them. Value orientations are the most important element of the consciousness of the individual; they refract moral, aesthetic, legal, political, environmental, economic, worldview knowledge, ideas and beliefs.

The importance of values in the life of the individual and society was recognized by ancient philosophers. Attempts were made to formulate questions concerning the sphere of human value orientations: is there a higher happiness? What is the meaning of human life? What is truth? What to love and what to hate? What is beauty? Philosophers noted the inconsistency of the nature of value: beautiful things can provoke a person to commit a crime; beautiful words - to hide unseemly intentions, and a beautiful appearance - spiritual ugliness.

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

The specificity of value orientations lies in the fact that this category is most closely associated with the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value representations that express the subjective attitude of the individual to the objective conditions of life, really determine the actions and actions of a person, manifest and reveal themselves in practical behavior. Value orientations are a core, basic characteristic of a person, a social property of a person.

The ancient Greek philosopher Heraclitus considered the whole world to be the main value, which he considered as a living organism. He considered man to be the measure of all things. According to Heraclitus, only God stands above him. Democritus regarded as the highest value wise man. Socrates defined such ethical concepts as "justice", "valor", "happiness", "virtue". A person does not achieve happiness, not because he does not want it, but because he does not know what it is. The thesis "No one errs voluntarily" emphasizes the value of knowledge, which makes it possible to distinguish real good from that which is not. Aristotle believed that in addition to material goods, there are those that are outside the body and soul - honor, wealth, power. However, he considered the spiritual good "the highest".

Most modern authors define value orientations as the attitude of the individual to certain social values, due to the social nature of human existence. They are more mobile, changeable, are under the direct influence of people. Among them there are values of universal significance (production, social relations, labor, discipline, upbringing, morality, etc.). They appear as the conditions of people's lives, ways of their action, which must be passed on, consolidated and assimilated by subsequent generations.

The philosopher A.N. Maksimov believes that value is the primary form of the object of reality, in which it appears before consciousness through the value attitude of a person to this object. He is convinced that "a meeting with any object immediately implies the inclusion of an evaluation mechanism, a value attitude."

P.I. Smirnov argues that "value is any material or ideal phenomenon that is important for a person for whom he acts, spends the strength for which he lives." The scientist emphasizes that a person realizes his potential only based on value orientations and the object remains the same - the behavior of the person, and through it - life itself.

In value orientations, the level of a person's claims, ideas about moral values, readiness or unwillingness to act in accordance with moral norms and rules are concentrated. Value orientations are a self - regulating mechanism of personality behavior .

There is a definition of value orientations as a system. The value orientations of today's younger generation are a system of values of a historical subject who finds himself in the conditions of a "turn in time". Value orientations are a system of value relations of the individual not to individual objects and phenomena, but to their totality, which determines the orientation of the individual to certain types of social values. In modern conditions, the process of forming the value orientations of the younger generation takes place against the backdrop of reforming society itself. These changes lead not only to a change in the system of economic relations, but also most directly affect the spiritual climate, interpersonal relationships and relationships.

2. Formation of value orientations in adolescents

Problems related to human values are among the most important for the sciences dealing with the study of man and society. This is due, first of all, to the fact that values act as an integrative basis both for a single individual and for any social group, nation and all of humanity as a whole.

Value orientations are the most important component of an individual's consciousness, which significantly affects the perception of the environment, attitudes towards society, a social group, and a person's ideas about himself. As an element of the personality structure, they reflect its internal readiness for action to meet the needs and goals, give direction to its behavior in all areas of activity. The specificity of value orientations lies in the fact that this category is most closely associated with the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value representations that express the subjective attitude of the individual to the objective conditions of life, really determine the actions and actions of a person, manifest and reveal themselves in practical behavior. Value orientations are the core, basic characteristic of the personality, the social property of the personality.

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 the meeting school board Health 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 orientation 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.

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" of the value "active life" and " interesting job”, 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

The group of lower values of the "organic" series (values associated with Simple life, life in 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 looking 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 from 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 abrupt change 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 highly qualified providing 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: in the first group - significant in high degree- hit (in descending order of importance): 1) health (4.2), 2) love (4.7), 3) having good true friends (5.5), 4) 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) fame (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 the study of rural and urban adolescents, some differences can be noted: for example, rural schoolchildren put health in the first place, while among urban students this value ranks fourth. 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 opinions (9.3), independence in actions (9.5), accuracy (9.5), diligence (9.6), breadth views (10.2); in the third - significant to 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 educational work class teachers, in addition, these results can be used in the professional identification of adolescents.

Ministry of Education and Science R.F.

Federal Education Agency

State educational institution of higher professional education

Nizhny Tagil State Socio-Pedagogical Academy

Department of Psychology

Course work

Value orientations of adolescents.

Completed by: Efimova O. S.

FLF student, 31 groups.

Checked by: Kuznetsova E. N.

PhD in Psychology

Nizhny Tagil, 2011

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

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

Brief description of adolescence…………5

Approaches in the study of value orientations of adolescents……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

The formation of value orientations of the individual……….17

Chapter Conclusions………………………………………………………23

Chapter 2

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

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

Conclusions…………………………………………………………..31

Literature…………………………………………………………..33

Introduction

The modern educational situation is characterized by the humanization and humanitarization of education and upbringing, orientation towards the development of a holistic, diversified personality capable of self-determination in the variety of perspectives that open up in it. One of the integral processes in strengthening the humanization of education is its axiologisation - saturation with valuable content components that play a significant role in the formation of the worldview, in the spiritual development of the student. However, the main influence in adolescence on the formation of personality is exerted not so much by the content of education itself, but by the methods and technologies of training and education, the nature and style of pedagogical communication. It is also impossible not to take into account the influence of one's own subjectivity, the social environment and the adolescent's heredity.

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

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

The object is teenagers 14-15 years old.

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

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

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

Conduct an experimental study and analyze the results.

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

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

Brief description of adolescence.

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

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

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

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

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

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

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

Adolescence and L.S. Vygotsky, who posed new problems in the study of adolescence - the need to single out the main neoformation in the mind of a teenager and find out the features of the social situation of development. Such a central and age-specific neoplasm is the emerging idea of oneself as no longer a child: he begins to feel like an adult, strives to be and be considered an adult. The peculiarity of this feature, called a sense of adulthood, lies in the fact that a teenager rejects his belonging to children, but there is no full-fledged adulthood yet, although there is a need for recognition of his adulthood by others.

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

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

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

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

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

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

Features of the development of a teenager are manifested in the following symptoms: 1) difficulties in relations with adults reappear: negativism, stubbornness, indifference to assessing success, leaving school, because the main thing for the child now happens outside of school; 2) children's companies (search for a friend, search for someone who can understand you); 3) the child begins to keep a diary. All this means turning the child to himself. In all the symptoms, the question "Who am I?" is seen.

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

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

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

In adolescence, significant changes occur in various areas of the psyche. In particular, important changes relate to motivation, in which motives related to worldview and future life plans come to the fore. At this age, the majority of moral patterns are assimilated, the process of self-determination begins.

The description of adolescence as a period of stress, anxiety, and conflict has a long history. Such an idea of this age is first found in J.-J. Rousseau, then in the German romantics, whose storm and stress was introduced by S. Hall into developmental psychology. For psychoanalysis, the flowering of puberty is associated with the inevitable revival of the conflicts of the oedipal complex; with the onset of adolescence, all problems are activated, reflecting incestuous attraction to the parent of the opposite sex. In order to restore the balance and relation to parental images, inverted by this retreat to the period of the oedipal complex, the adolescent, in order to assert himself, is forced to abandon identification with his parents.

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

In adolescence, when the child is actively striving to communicate with peers and adults, looking for his place in social reality, socially useful activity becomes the zone of proximal development, which includes adolescents in a qualitatively new relationship with society.

At the beginning of adolescence, contradictions are especially likely to arise, caused by the inflexible behavior of parents and the monstrous claims of the adolescent to his adulthood. The conflicts that arise at this time can become chronic if adults do not change their attitude towards the child. It is curious that studies of the image of adolescents in the parental mind often contain ideas about their own adolescence and are colored romantically. Conflict relations favor the development of adaptive forms of behavior and emancipation of a teenager. Alienation appears, a belief in the injustice of adults, which feed on the notion that an adult does not understand him and cannot understand him. On this basis, there may already be a conscious rejection of the requirements, assessments, and views of an adult, and he may generally lose the opportunity to influence a teenager.

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

In adolescence, relations of various degrees of intimacy develop: there are simply comrades, close acquaintances, friends, and a friend. Communication with them goes beyond the school at this time and stands out as an independent important sphere of life. Communication with peers is of great value for a teenager, sometimes relegating learning and communication with relatives to the background. Usually mothers are the first to notice such a distance of children.

A change in activity, the development of communication restructure the cognitive, intellectual sphere of a teenager. First of all, researchers note a decrease in the preoccupation of a teenager with learning.

Expands in adolescence and the content of the concept of teaching. An element of independent intellectual work is introduced into it, aimed at satisfying individual intellectual needs that go beyond the scope of the curriculum. The acquisition of knowledge for some adolescents becomes subjectively necessary and important for the present and preparation for the future.

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

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

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

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

The most significant changes occur during adolescence in the personal sphere. The first thing that catches your eye here is the formation of features of adulthood, a sense of adulthood.

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

Studies show that at this time, the level of anxiety, concern and dissatisfaction with their appearance increases dramatically.

1.2 Approaches in the study of the value orientations of adolescents

Value is an idea of what is sacred for a person, a team, society as a whole, their beliefs and ideas expressed in behavior. In a narrow sense, value refers to requirements, norms that act as a regulator and goal of human relations and activities. We can say that the level of cultural development of society, the degree of its civilization depends on values.

The ancient Greek philosopher Heraclitus considered the whole world to be the main value, which he considered as a living organism. He considered man to be the measure of all things. According to Heraclitus, only God stands above him. Democritus considered the wise man as the highest value. Socrates defined such ethical concepts as "justice", "valor", "happiness", "virtue". A person does not achieve happiness, not because he does not want it, but because he does not know what it is. The thesis "No one errs voluntarily" emphasizes the value of knowledge, which makes it possible to distinguish real good from that which is not. Aristotle believed that in addition to material goods, there are those that are outside the body and soul - honor, wealth, power. However, he considered the spiritual good "the highest".

In modern conditions, the process of forming the value orientations of the younger generation takes place against the backdrop of reforming society itself. These changes lead not only to a change in the system of economic relations, but also most directly affect the spiritual climate, interpersonal relationships and relationships.

1.3 Formation of value orientations in adolescents

Value orientation has three components:

2. emotional, which involves the individual experiencing his attitude to these values and determines the personal meaning of this attitude;

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

The process of formation of value orientations is graphically represented in the form of a model.

Model of formation of value orientations

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

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

The most significant for a teenager is personal participation in socially significant events. At the same time, B. Bitinas notes that in adolescence, it is not so much the social ideas themselves that are important, but the emotional attitude of adults to these ideas and the construction of behavior on this attitude. In early adolescence, the pleasure of doing the right thing and the pain of doing the right thing come to the fore. With a negative emotional experience, a negative position of the individual is formed. Thus, it has been established that children in unfavorable families practically do not experience positive experiences, and this is the main reason for the formation of their negative position. Creating conditions for positive emotional experiences creates favorable prerequisites for changing the negative position.

The upbringing process is built in such a way that for a teenager it acts as a satisfaction of his personal needs, interests, as a process of self-realization.

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, on the social and pedagogical conditions in which the development process takes place.

The orientation process assumes the presence of three interrelated phases that ensure development. Assignment phase The personality of society's values, as it functions, produces a value attitude - value orientations and a hierarchical system of value orientations. Conversion phase , based on the assigned values, it provides the transformation of the image of I, which develops in the interaction "I am real" - "I am ideal" - "life ideal". Prediction phase - the final one ensures the formation of a person's life perspective as an orientation criterion.

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

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

3. The effectiveness of value orientations.

Chapter Conclusions

The formation of a system of value orientations in adolescents is a subject of close attention and diversified 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.

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

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

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

Chapter 2. Experimental study of the value orientations of adolescents

2.1. Description and justification of research methods

The study participants were a group of teenagers aged 14-15 (grade 9 of school No. 64) in the amount of 22 people. Of these, 14 girls and 8 boys.

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

Method "Value Orientations" Rokeach

The system of value orientations determines the content side of the orientation of the personality and forms the basis of its relationship to the world around, to other people, to itself, the basis of the worldview and the core of the motivation of life, the basis of the life concept and "philosophy of life". The most common at present is the method of studying the value orientations of M. Rokeach, based on the direct ranking of the list of values, its result strongly depends on the adequacy of the self-assessment of the subject. Therefore, the data obtained using the Rokeach test, as a rule, are supported by data from other methods.

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

Before testing, the guys were instructed: “Now you will be presented with a set of 18 cards with the values “T” (terminal values) and 18 cards with the values “I” (instrumental values). Your task is to arrange them in order of significance for 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 the last and will take 18th place. The end result should reflect your true position."

The processing of the obtained results was carried out for each value separately for all participants; for each value separately for girls and boys. To determine the content of the types of value orientations, one usually resorts to factor or taxonomic analysis. Here we used the latter - grouping data according to similar features and carried out the following procedure for processing the obtained materials. Taking the results of the students' ranking of the proposed values, depending on the degree of their differentiation, we identified those students who had the same assessments of the same values. The minimum number was a match in 12 values with a discrepancy between one of them by one point. Grouping the ranking results on this basis, we calculated GPA for each of the eighteen values. The average score is determined by dividing the sum of all marks for this value by the number of students in this group.

Average indicators of significance of types of values according to the method of M. Rokeach in the group of 9-graders

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

Having loyal and good friends
Public acceptance
Equality (in opportunity)
Freedom of action and action
Creative activity
Getting pleasure
Accuracy
Cheerfulness
Intolerance to one's own and others' shortcomings
A responsibility
self control
Courage to stand up for your opinion
Tolerance for the opinions of others
Honesty
upbringing
diligence
Rationalism (the ability to make informed decisions)
industriousness
High requests
Independence
Education
Strong will
breadth of views
sensitivity

2.2 Findings of the study

The analysis of the data obtained by M. Rokeach's test revealed certain gender differences in determining the life values of adolescents.

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

The leading position is occupied by such values as "health" (4.20), "good and true friends" (4.00).

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

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

Other values do not determine the life position of girls.

The boys showed a greater focus on "interesting work" (4.55) and "good and true friends" (4.45).

Among the leading values that determine the core of values for boys in this group are "knowledge" (4.35), "health" (4.28), "self-confidence" (4.23).

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

Such values as “the beauty of nature” (3.20), “creative activity” (3.10), “peace in the country” (3.00) are presented as low-value boys.

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

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

The least significant values are “calm in the country, peace” (3.15), “enjoyment” (3.12), “public recognition” (3.10).

An analysis of the data on "instrumental values" showed that in this group of teenagers the highest rank is occupied by "cheerfulness," education, "honesty," "rationalism."

Conclusion

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

We have chosen a methodology for the study of value orientations in adolescents.

We analyzed the results of the study and formulated conclusions.

We carried out a theoretical analysis of the literature on the research problem, and according to this analysis, a definition of the concept of value orientations was identified. 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 behavior guide. Value orientation reveals itself in a certain direction of consciousness and behavior, manifested in socially significant deeds and actions.

In the course of the study, it was revealed that in terms of the importance of life values, the first places were assigned by girls to such values as "happy family life", "interesting work", "love".

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

The boys showed a greater focus on "interesting work" and "good and true friends."

Among the leading values that determine the core of values for boys in this group are "knowledge", "health", "self-confidence".

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

1) cheerfulness (sense of humor);

2) education;

3) honesty;

4) rationalism.

Thus, the tasks set in the work have been successfully implemented in the course of the experimental study.

List of used literature

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Annotation. The article discusses the relevance of the formation of value orientations in older adolescents. The basic concepts are defined, the characteristics of the sample are given, the results of the ascertaining experiment are presented, according to which the features of the formation of value orientations in older adolescents are revealed.
Keywords: value orientations of the individual, value orientations, value, adolescents, formation.

Value orientations are one of the central personality neoplasms, they 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. .

According to the modern Russian psychologist T. P. Gavrilov, social norms are a source for the formation of a person's value orientations, which means that to a greater extent their formation is influenced by a person's individual ideas about social acceptability and desirability. The author believes that the individual values of a person should be considered from the standpoint of value preferences prevailing in the socio-cultural environment, or the social group in which the person is placed.

According to M. S. Yanitsky, each value is individual in nature, since it is the person in whose personality this value occupies an important place that determines the degree of importance of this value. The author emphasizes that the values and value orientations of a person are derived from the needs and interests of this person. And also largely determined by tastes, level of knowledge, interests, habits, as well as other individual characteristics of a person.

Value orientations are a system of value attitudes of an individual, which characterizes the selective attitude of an individual to values. It constitutes a certain, hierarchically organized structure and determines the direction of the personality.

Value orientations are a complex socio-psychological phenomenon that characterizes the direction and content of an individual's activity, determines a person's general approach to the world, to himself, giving meaning and direction to personal positions, behavior, and actions. The value orientation system has a multi-level structure.

The study was conducted in the municipal autonomous educational institution average comprehensive school No. 137 of Chelyabinsk. 142 adolescents aged 13 to 15 took part in the ascertaining part of the experiment. The composition of the sample by gender is uneven: 85.7% - girls, 14.3% - boys.

For implementation pilot study we used the following methods: the test of meaningful life orientations (SJO) D.A. Leontiev; methodology "Value Orientations" M. Rokeach; Value questionnaire of Sh. Schwartz;

After processing the study data, the following results were obtained.

The results of the methodology for the test of life-meaning orientations "SZhO" by D. A. Leontiev are presented in fig. one.

Rice. 1. The results of the study on the test "SJO" by D. A. Leontiev

An analysis of the results of a study of the formation of value orientations in adolescents according to the D. A. Leontiev’s “SJO” test showed that 16% (23 people) of adolescents have a high level of having goals in life, average level- 53% (75 people) and low - 31% (44 people). Most adolescents are characterized by the presence of goals that give life meaning, direction and time perspective. However, a high percentage of the subjects do not have definite ideas about their future, their views have not yet been determined.

The indicator of the scale "The process of life, or Interest and emotional richness of life" indicates whether the subject perceives the very process of his life as emotionally rich. 15% (22 people) of the subjects had a high level, 58% (82 people) had an average level. Low scores on this scale were found in 27% (38 people).

Low scores on the first two scales, in our opinion, are associated with disappointment in the profession. We are also seeing a decrease in academic performance and attendance training sessions for this group of respondents.

The indicator of the scale "The effectiveness of life, or Satisfaction with self-realization" reflects the assessment of the passed segment of life, the feeling of how productively and meaningfully a part of it was lived. In 15.5% (22 people) of the subjects, a high level of satisfaction with self-realization was revealed, 64% (91 people) have an average level, 20.5% (29 people) have a low level.

High scores - 12.7% (18 people) - and average scores - 69% (98 people) - for the majority of adolescents on the factor "Locus of control "I" show that an understanding has been formed that responsibility for one's successes and failures is necessary take over, conditioning their own abilities and capabilities. Disbelief in one's own strength to control the events of one's own life is typical for 18.3% (26 people) of the subjects.

Among the data obtained on the scale "Management of life" high scores in 14.8% (21 people), average - in 59.1% (84 people), low - in 26.1% (37 people) of the subjects.

The general indicator of the meaningfulness of life is defined as the meaningfulness of the past, present and future, as the presence of a goal in life, as an individual's experience of the ontological significance of life. Analysis of the results of the study showed that 19.7% (28 people) have high scores on this scale, 53.5% (76 people) have average scores, and 26.8% (38 people) have low scores.

An analysis of the data obtained using the D. A. Leontiev test indicates that the largest number of indicators for various parameters of the adolescents' meaningful life orientations is within the normal range.

The results of the methodology for studying value orientations (M. Rokeach scale) are presented in fig. 2.

Rice. 2. Results of the study of value orientations (M. Rokeach scale)

Analysis of the data according to the “Value Orientations” method by M. Rokeach, the data obtained show that the first ranking places were received by such values as “activity” 17% (24 people), “education” 33% (47 people), “education” 21 .8% (31 people), “responsibility” 18.3% (26 people), “self-control” 9.9% (14 people). This indicates that adolescents are ready to take responsibility for themselves and their actions. Among the rejected values, we note several value-means that have a different percentage of rejection. These include "honesty" - 11.3% (16 people), "sensitivity" - 37.3% (53 people), "rationalism" - 9.9% (14 people), "intransigence" to shortcomings in themselves and others - 16.2% (23 people), "tolerance" - 25.3% (36 people). In our opinion, such a quality as sensitivity is necessary for a future psychologist.

So, the study of the value consciousness of adolescents made it possible to conclude that it is necessary to make adjustments to the educational process, taking into account the modernization of the processes of formation of cognitive and professional activity in adolescents (V. I. Dolgova, N. V. Kryzhanovskaya) and taking into account the main socio-psychological mechanisms of educational activity university (V. I. Dolgova).

To study the value orientations of adolescents, the Sh. Schwartz Value Questionnaire was also used.

The results of the Sh. Schwartz questionnaire are shown in fig. 3.

Rice. 3. The results of the study of value orientations "Value Questionnaire" Sh. Schwartz

As a result, the following data were obtained. The number of subjects with a high score on the value of "own prestige", 11.2% (16 people), average - 81% (115 people), low - 7.8% (11 people). Subjects with high and average scores strive to achieve recognition in society. A high score on the value of "high financial position" has 34% (49 people), average - 65% (92 people), low - 0.7 (1 person) of the subjects. Most of the respondents mentioned the importance of decent wages. Subjects with a high score on this indicator are ready to change their specialty if there is no desired result.

According to the “creativity” value, 14% (20 people) of the respondents demonstrate high results, 65.6% (93 people) show average results, and 20.4% (29 people) show low results. For subjects with a high score on this indicator, a desire to make various changes and improvements to the work is characteristic. For us, this value is great importance, since a psychologist helps people develop and realize their creative individuality, while his own personal qualities are especially important, since he does this based on his creative abilities.

12.7% (18 people) have high indicators on the value of "active social contacts", 80.3% (114 people) have average values, and 7% (10 people) have low indicators. For adolescents with a high score on this indicator, factors of the social and psychological climate of the team, an atmosphere of trust and mutual assistance among colleagues are significant. In general, future psychologists are interested in establishing favorable relationships with people.

In order to succeed in professional activity, adolescents need to have a desire for development and achievement. The number of respondents with a high score on the value of "self-development" is 17.6% (25 people), average - 72.5% (103 people), low - 9.9% (14 people). This value expresses the desire for the most complete realization of one's abilities in the sphere of professional life and to improve one's professional qualifications. The result of the "achievement" scale reflects the desire of adolescents to achieve specific results in their professional activities. 17.6% (25 people) have high indicators on the value of "achievement", 72.5% (103 people) have average values, and 9.9% (14 people) have low indicators.

The desire of a teenager to obtain moral satisfaction in all spheres of life can be judged by the results of a study of the value of "spiritual satisfaction". High level was detected in 18% (25 people) of adolescents, 73% (103 people) have an average level, 9% (13 people) have a low level. In the process of professional training of psychologists, these data allow us to state that most adolescents strive to learn as much as possible about the discipline being studied.

Analysis of the results of the study of the value of "preserving one's own individuality" showed that 17% (24 people) of adolescents have a high score, 73.2% (104 people) have an average score, and 9.8% (14 people) have a low score. The vast majority of adolescents believe that it is very important to preserve the originality and originality of their personality.

The analysis of the study shows that for third-year teenagers, the most significant is the terminal value "financial situation". The orientation towards a high financial position revealed in adolescents, especially among young men, may indicate the need for self-affirmation and self-expression inherent in this age. All other values are also important for teenagers.

Conclusions:

The formation of value orientations in older adolescents is the subject of close attention and diversified 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.

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