ערכים של ילדים יהודים בחינוך הממלכתי הכללי: מדידה, התפתחות והשפעות מגדר ורקע חברתי

אבי עשור, אילות קרן

Research output: Contribution to journalArticlepeer-review

Abstract

The present study focused on 5 value domains: self-direction, conformity, involvement in school, considlration for others, and academic achievement. Value questionnaires were administered to 923 Jewish students in the 5th and 8th grade in 15 schools in the Israeli educational system. We found that children in both age groups could differentiate clearly between the 5 value domains examined. Students perceived values pertaining to academic achievement and school involvement as related to conformity. Values pertaining to considlration for others were perceived as more important than other values. Fifth grade children perceived self-direction values as less important and conformity and school involvement values as more important than 8th grade adolescents did. Girls ascribed more importance to values concerned with considlration for others and school involvement than boys, and showed a stronger tendency to prefer considlration to academic achievement. However, the similarity between the value priorities of 8th grade boys and girls was greater than the similarity between the value priorities of 5th grade boys and girls. While the 5th grade girls showed a clear preference for values reflecting a communal orientation rather than an agency orientation, this pattern was weaker among the 8th grade girls. Students from less affluent socio-economic backgrounds ascribed more importance to all values other than self-direction than students from less affluent homes. Possibly, the lesser degree of importance ascribed to school involvement by the 8th graders reflects greater alienation from school at that age. The extreme preference shown by the 8th graders for self-direction as opposed to conformity raises the possibility of a problematic mismatch between the values of middle school students and the educational contexts in which they function. The findings are consistent with the claim that middle schools should be restructured in ways that would enable students to feel more autonomous and more related to their schools.
Original languageHebrew
Pages (from-to)148-179
Number of pages32
Journalמגמות: רבעון למדעי ההתנהגות
Volume41
Issue number1-2
StatePublished - 2001

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