Assessing Children's Values: An Exploratory Study

Autor/in	Doring, Anna K.
Titel	Assessing Children's Values: An Exploratory Study
Quelle	In: Journal of Psychoeducational Assessment, 28 (2010) 6, S.564-577 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282909357151
Schlagwörter	Foreign Countries; Children; Values; Educational Environment; Context Effect; Values Education; Measures (Individuals); Validity; Alternative Assessment; Multidimensional Scaling; Cognitive Ability; Germany + Suchen Sie Ihr Suchwort? Ausland; Child; Kind; Kinder; Wertbegriff; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Werterziehung; Messdaten; Gültigkeit; Mehrdimensionale Analysis; Denkfähigkeit; Deutschland
Abstract	Currently, much attention is devoted to children's values and their development in an educational context. Recent research revealed that children hold a solid concept of their values and may provide accurate and unique information by themselves. Schwartz's (1994) theory established a comprehensive framework of universal human values, and Schwartz's Portrait Values Questionnaire (PVQ, a self-report instrument) provided access to adults' and adolescents' values. However, it is unexplored to what extent the two would be suitable for children. In an exploratory study, the PVQ was employed in a sample of 8- to 11-year-old children (N = 191). Observations during the process of instrument completion indicated that the PVQ imposed high demands on children's language skills, cognitive capacities, and ability for abstract thinking. Nonetheless, Multidimensional Scaling analyses revealed highly differentiated value structures. The discussion focuses on the validity of Schwartz's theory in childhood, promising alternative assessment strategies, and implications for practitioners. (Contains 4 tables, 5 figures, and 10 notes.) (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10