Volume 2, Issue 6, December 2013, Page: 202-205
Value Structures among Iranian and British Students
Nazanin Abed, Department of Educational science and Psychology, Shahid Beheshti University of Tehran, Iran
Shahla Pakdaman, Department of Educational science and Psychology, Shahid Beheshti University of Tehran, Iran
Received: Nov. 16, 2013;       Published: Dec. 10, 2013
DOI: 10.11648/j.pbs.20130206.11      View  2580      Downloads  81
Values play a very significant role in individuals’ lives. People use their value structure in order to judge the world around them, connecting to other people according to their value priority similarities. People prefer to have relations with those who have similar values as themselves. Schwartz categorizes 10 main values that are comprehensive amongst all cultures. Schwartz believes that the roots of all values stem from these 10 values but the priority of importance varies for different people and various cultures. Considering previous research, the aim of this research is to study the value priorities among Iranian and British university students. 150 Iranian and British university students completed Schwartz’s Portrait Values Questionnaire (PVQ). Findings reveal that the priority for Iranian students is Self-direction, Achievement, and Benevolence, with the least important value being Tradition. British students value Self-direction, Benevolence and also Universalism and Achievement at the same level. Much like the Iranian group, they value Tradition least. According to these findings globalization is changing the direction of value transmission from vertical (parents to children) to horizontal (from peers), even in different nations.
Values, Value Priority, Value change, Value transmission
To cite this article
Nazanin Abed, Shahla Pakdaman, Value Structures among Iranian and British Students, Psychology and Behavioral Sciences. Vol. 2, No. 6, 2013, pp. 202-205. doi: 10.11648/j.pbs.20130206.11
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