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Students' Families and Family Values

DOI:10.1016/j.sbspro.2012.06.688
Authors:
Kenan Demir at Mehmet Akif Ersoy University
Kenan Demir
Aysel Kok
Aysel Kok
Aysel Kok
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Abstract and Figures

This study examined values important for parents of primary school students. Data was collected using Schwartz's Portrait Values Questionnaire, which included Power, Achievement, Hedonism, Stimulation, Self-direction, Universalism, Benevolence, Tradition, Conformity and Security values. Schwartz's Portrait Values Questionnaire, which consisted of 40 articles, was translated into Turkish by Demirutku.The instrument was administered to the parents of primary school students. The participant schools were selected according to the socio-economic conditions. The sample of this study included 238 mothers, 151 fathers and 13 other relatives (e.g. grandmother, grandfather, uncle, aunt).Responses given by the parents were examined, and means and standard deviations were calculated accordingly. The data, then, was compared with parametric tests (e.g. t-test and Anova). The data obtained was compared to each other in terms of kinship, age, occupation, education level, and students' grade level. As a result, the study concluded that families embraced similar values, and these values did not change significantly in terms of age, occupation, education level, and students' grade level.
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Procedia - Social and Behavioral Sciences 47 ( 2012 ) 501 – 506
1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu
doi: 10.1016/j.sbspro.2012.06.688
CY-ICER 2012
Students’ Families and Family Values
Kenan Demir
*
* Aysel Kok**
*Mehmet Akif Ersoy University, Faculty of Education, Department of Educational Sciences, Burdur, Turkey
**Hasköy Primary Education School, Classroom Teacher, Bursa, Turkey
Abstract
This study examined values important for parents of primary school students. Data was collected using Schwartz's Portrait
Values Questionnaire, which included Power, Achievement, Hedonism, Stimulation, Self-direction, Universalism, Benevolence,
Tradition, Conformity and Security values. Schwartz's Portrait Values Questionnaire, which consisted of 40 articles, was
translated into Turkish by Demirutku.The instrument was administered to the parents of primary school students. The participant
schools were selected according to the socio-economic conditions. The sample of this study included 238 mothers, 151 fathers
and 13 other relatives (e.g. grandmother, grandfather, uncle, aunt).Responses given by the parents were examined, and means and
standard deviations were calculated accordingly. The data, then, was compared with parametric tests (e.g. t-test and Anova). The
data obtained was compared to each other in terms of kinship, age, occupation, education level, and students’ grade level.
As a result, the study concluded that families embraced similar values, and these values did not change significantly in terms of
age, occupation, education level, and students’ grade level.
Keyword s:Values, value education, Schwartz's Portrait Values Questionnaire, primary school students, parents
1. Introduction
Values are the most important criteria that give meaning to socio-cultural elements of the society. Anything
useful for an individual and a group, anything demandable for an individual and a group or anything liked by an
individual or a group is a value (Fichter, 1990 in Özensel, 2003). Individuals learn to distinguish between “the good
and the bad” and between “the right and the wrong” through social rules, customs and traditions; and thus learn to
have a baseline in parallel with their own moralities (Beill, 2003: 14). This baseline constitutes a set of beliefs and
notions. Tezcan (1974:14) stated that values were criteria giving significance and meaning to the whole culture and
society. What establishes a society, which is formed by gathering human beings, is a set of collective values. Despite
there are different definitions and approaches regarding the value concept in social sciences area, value is defined as
a permanent consideration and standard that is internalised by the individual through his interaction with the
environment in the process of socialisation (Başbakanlık, 2010, Özsoy, 2007). Schwartz (1992), on the other hand,
defines value as a state of affairs having a unifying impact on the society or on individuals. Schwartz examines
values at two main levels: individual and cultural. Individual values take into consideration mainly their importance
in guiding or directing people’s lives. Cultural values focus on producing information as to abstract ideas shared by
the society in general and based on social criteria. Schwartz’s individual value types are power, achievement,
hedonism, stimulation, self-direction, universalism, benevolence, tradition, conformity, and security, and their
properties are given below (Yazıcı, 2011; Sığrı, Tabak & Ercan, 2009; Akt; Kağıtçıbaşı & Kuşdil, 2000; Schwartz
1992). The aim of this study is to examine the values of the parents of primary school students, and to compare
*
0 90 0533 650 77 20
kenandemir@mehmetakif.edu.tr
Available online at www.sciencedirect.com
502 Kenan Demir and Aysel Kok / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 501 – 506
2
those values based on such coefficients as being a parent, age, occupation and level of education. Within this scope,
the following problems are tried to be answered:
1.1. Problem Statement
Is there a significant difference between values to which parents of primary school students attach importance?
1.1.1. Secondary Problems
lues in relation to their occupation?
2. Method
This is a descriptive study that defines those values attached importance by families. The study also reveals whether
these values are significantly differentiate according to being a mother/father, age, level of education, occupation
and number of children.
2.1. Sample
Population of this study is Bursa, and parents of primary education students at 1st to 8th grade in primary
education schools located in the city centre. Purposeful sampling method was used for the purposes of study, and the
sample was comprised of volunteer parents from 10 primary education schools. Research instruments were
forwarded to the parents through students, of which 473 responses were received and computerised accordingly.
Responses of 71 parents, which were not responded in compliance with the scale (e.g. most of the questions were
left blank or same choice was marked for all questions), were excluded. The study was conducted based on the
responses given by 238 mothers, 151 fathers, and 13 other relatives (e.g. grandmother, grandfather, aunt, uncle)
making a total of 402 individuals.
2.2. Data Collection Tools
In this study, data was obtained using Schwartz's Portrait Values Questionnaire. This questionnaire was
translated into Turkish language by Demirutku. Cronbach's Alpha reliability coefficient of the instrument is 0.91 for
this study.
2.3. Data Analysis
instrument were compared in terms of kinship, age, occupation, level of education and
number of children. Nonetheless, this study only includes comparisons in terms of kinship, occupation and level of
-a obtained from the questionnaire.
3. Findings
Findings from the study were given below in right sequence with the sub-findings.
3.1. Findings related to 1st Sub-Problem
t-test was used to examine whether there is a difference between the values that mothers and fathers attach
importance. The findings are given in Table 1.
Table 1.Comparison of the values of mothers and fathers (t-test)
Values
Parents
N
Mean
Std. Dev.
df
Sig.
Power
Mother
238
6,42
3,75
387
,627
Father
151
6,61
3,79
Achiev ement
Mother
238
13,64
3,40
387
,314
Father
151
13,26
3,84
Hedonism
Mother
238
7,82
3,27
387
,697
Father
151
7,68
3,63
Stimulation
Mother
238
7,36
3,15
387
,260
503
Kenan Demir and Aysel Kok / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 501 – 506
3
Father
151
7,75
3,41
Self-direction
Mother
238
14,26
3,01
387
,518
Father
151
14,05
3,25
Table 1.(continued) Comparison of the values of mothers and fathers (t-test)
Values
Parents
N
Mean
Std. Dev.
df
Sig.
Universalism
Mother
238
25,47
4,02
387
,632
Father
151
25,24
5,10
Benevol ence
Mother
238
15,12
2,80
387
,815
Father
151
15,04
3,23
Tradition
Mother
238
14,90
2,91
387
,110
Father
151
14,38
3,43
Conformity
Mother
238
15,07
3,23
387
,528
Father
151
14,84
3,79
Security
Mother
238
19,91
3,40
387
,597
Father
151
19,71
4,16
Table 1 shows that fathers mostly attach importance to stimulation whereas mothers attach importance to other
values; however, there is no significant difference between average values attached importance by mothers and
fathers. sults in their own study, and revealed that women attach
more importance to hedonism and tradition compared to men.
that male teacher candidates attach more importance to all values other than benevolence.
3.2. Findings related to 2nd Sub-Problem
Occupations of the parents were classified in five groups: housewife, farmer, worker, freelancer, and civil
Table 2. Comparison of Values as of Occupations (ANOVA)
Values
Occupations
N
Mean
Std.
Dev.
Source of
variance
Sum of
Squares
df
Mean
Square
F
Sig.
Power
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
6,11
7,28
5,72
6,73
8,27
6,49
3,80
3,59
3,77
3,64
2,90
3,73
Between G.
Within G.
Total
201,036
5383,683
5584,719
4
397
401
50,259
13,561
3,706
,006*
(1-5)
and
(3-5)
Achievement
1. Housew.
2. Farmer
3. Worker
4.Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
13,35
13,77
12,88
13,13
14,37
13,42
3,72
3,80
3,47
3,34
2,89
3,61
Between G.
Within G.
Total
54,478
5177,591
5232,069
4
397
401
13,619
13,042
1,044
,384
Hedonism
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
7,49
7,98
7,10
8,32
9,01
7,73
3,40
3,71
3,59
3,00
2,28
3,39
Between G.
Within G.
Total
99,627
4513,360
4612,987
4
397
401
24,907
11,369
2,191
,069
504 Kenan Demir and Aysel Kok / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 501 – 506
4
Stimulatio n
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
7,03
8,01
7,24
8,16
8,91
7,48
3,19
3,39
3,30
3,39
2,28
3,24
Between G.
Within G.
Total
145,270
4073,975
4219,245
4
397
401
36,318
10,262
3,539
,007*
(1-5)
Table 2. (continued)Comparison of Values as of Occupations (ANOVA)
Values
Occupations
N
Mean
Std.
Dev.
Source of
variance
Sum of
Squares
df
Mean
Square
F
Sig.
Self-
direction
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
14,23
14,24
13,78
13,51
14,41
14,12
3,09
3,34
3,29
3,10
2,53
3,12
Between G.
Within G.
Total
27,178
3880,499
3907,677
4
397
401
6,795
9,775
,695
,596
Universalism
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
25,32
25,89
24,26
24,73
24,61
25,28
4,31
5,11
6,47
3,67
3,35
4,66
Between G.
Within G.
Total
100,447
8621,236
8721,683
4
397
401
25,112
21,716
1,156
,330
Benevolence
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
15,09
15,57
14,72
14,30
14,44
14,57
2,79
3,07
3,80
3,35
2,76
3,05
Between G.
Within G.
Total
57,912
3660,606
3718,518
4
397
401
14,478
9,221
1,570
,181
Tradition
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
14,76
15,12
13,46
13,82
14,87
14,57
3,21
2,99
4,04
3,02
2,38
3,24
Between G.
Within G.
Total
116,071
4100,896
4216,967
4
397
401
29,018
10,330
2,809
,025*
(2-3)
Comformity
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
14,99
15,01
14,76
14,28
14,71
14,88
3,40
3,72
3,96
3,91
2,53
3,52
Between G.
Within G.
Total
20,341
4951,982
4972,323
4
397
401
5,085
12,474
,408
,803
Security
1. Housew.
2. Farmer
3. Worker
4. Self-em.
5. Public-emp.
Total
210
70
50
42
30
402
19,76
20,05
19,14
19,01
19,24
19,62
3,75
4,53
4,29
3,71
3,14
3,92
Between G.
Within G.
Total
48,348
6112,320
6160,668
4
397
401
12,087
15,396
,785
,535
It was revealed that the difference between Hedonism, Achievement, Self-direction, Universalism, Benevolence,
a significant difference between the importance they attach to Power, Stimulation and Tradition values.It was
determined that civil servant parents attached more importance to Power, compared to housewives and workers.
Additionally, it was pointed out that parents working in civil service attached more importance to the Stimulation
value (being braver, preferring a more flexible and adventurous life) compared to housewives. It was determined
that the farmers were more likely to attach importance to Tradition value, which is mainly related to respect and
devotion to cultural, social or religious norms and beliefs, when compared to the workers.
505
Kenan Demir and Aysel Kok / Procedia - Social and Behavioral Sciences 47 ( 2012 ) 501 – 506
4. Conclusions
It was determined that there was no significant difference between values, importance to which was attached by
parents with children attending to primary education school, in terms of their kinship (e.g. being a father or a
caused a significant difference in Power, Stimulation and Tradition values. Parents in the civil service attached more
importance to Power, compared to those parents who were housewives or workers. Similarly, the parents in the civil
service gave more importance to Stimulation value when compared to the housewives. The parents working as
farmers embraced the Tradition value more than worker parents. It was revealed that the education level of parents
(e.g. graduate of primary education, secondary education or higher education) led to a significant difference merely
in terms of Hedonism and Stimulation values. It was determined that high school (secondary education) graduates
attached more importance to Hedonism and Stimulation than the primary education graduates.
5. Suggestions
At the end of the study, values important for parents of primary education students were compared in terms of
kinship, occupation and level of education. This study may be repeated in larger samples and with different
variables. Again, based on this study, it is possible to create a map of social, religious, universal, individual, ethical,
etc. values of Turkey. It is also possible to conduct more comprehensive studies on how these values are taught and
will be taught.
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Schwartz, S. H. (1992). Universals in the content and structure of values: Theory and empirical test in 20 countries. InM. Zanna (Ed.) Advances
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128.
stereot ipil er
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... We note that the hierarchies of basic values among adolescents and their parents look similar except the fact that parents find it very important to maintain and preserve the cultural, family and religious traditions and attach less importance to hedonism (the pursuit of sensual pleasure and satisfaction) and stimulation (the need for various activities and new experiences). This result is consistent with results of investigation by Demir & Kok (2012). ...
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... In many countries, the values of parents and children, and the differences between them have been investigated. So, Demir & Kok (2012) using a modification of Schwartz's Portrait Values Questionnaire studied values of parents of primary school pupils and showed that parents consistently preferred values of Universalism, Security, Benevolence, Conformity, Tradition, that did not significantly vary depending on the age, occupation, education level, and pupils' grade level. Asikuzun & Kildan (2014) showed that in http://dx.doi.org/10.15405/epsbs.2018.10.5 Corresponding Author: Natalia Moskvicheva Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 58 spite of the current changes in the world's societies and centuries-old habits due to a new circumstances and experiences, some universal and human values still remain a priority for many parents in rearing their children as they were centuries ago. ...
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Bu çalışmada, kırsalda ve kent merkezinde ikamet eden evli kadınların aile değerlerinin kişisel bazı değişkenlere göre incelenmesi amaçlanmıştır. Çalışma grubunu, kırsalda ikamet eden 60 ve şehir merkezinde ikamet eden 84 kadın olmak üzere toplam 144 evli kadın oluşturmuştur. Verilerin toplanmasında Aile Değerleri Ölçeği kullanılmıştır. Veriler, kırsaldaki kadınlardan bireysel görüşme yoluyla, şehir merkezindeki kadınlardan çevrimiçi katılım yoluyla toplanmıştır. Verilerin analizinde normallik dağılımı dikkate alınarak Mann Whitney U ve Kruskal Wallis H testleri ile Spearman Brown Korelasyon katsayısından yararlanılmıştır. Sonuç olarak; kırsalda yaşayan kadınların kentte yaşayanlara göre daha fazla oranda aileyi geleneksel olarak değerlendirdikleri, çocuk bakımında anneye önem atfettikleri, çocuk yetiştirme rolüne önem verdikleri, ailede demokratik katılım olması gerektiğini düşündükleri, ailenin sosyal ve ekonomik bir yapı olarak algıladıkları, akraba ilişkilerine önem verdikleri ve geniş aileye olumlu baktıkları belirlenmiştir. Kentte yaşayan kadınların kırsalda yaşayanlara göre daha fazla cinsellikle ilgili konularda serbestlikten yana oldukları, konvansiyonel olmayan değerleri önemsedikleri, eşler arası sadakate önem verdikleri ve aile saadeti için şiddeti meşru gördükleri belirlenmiştir. Kadınların çalışıp çalışmama durumu, yaşı, öğrenim durumu, evlilik süresi ve çocuk sayısı ile aile değerlerine bakışları arasında anlamlı farklılıklar belirlenmiştir.
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... Selain itu, pendidikan kekeluargaan mendidik generasi muda agar membuat perkaraperkara yang betul dan dapat mencegah remaja daripada terjebak dengan aktiviti gejala sosial yang tidak bermoral. Di samping itu, menerusi pendidikan kekeluargaan, guru membina nilai positif dalam diri murid bagi mengukuhkan jati diri murid agar mereka dapat menjana keupayaan diri untuk membangunkan sebuah institusi keluarga yang sihat, kuat dan berkualiti pada masa hadapan (Arcus, Schvaneveldt & Moss, 1993;Saedah, Salhah & Sharifah Mariam, 2014;Kenan & Aysel, 2012). ...
Penerapan Nilai Kekeluargaan: Adakah Ianya Penting?
Article
Full-text available
  • Mar 2017
This qualitative study aims to explore family values that inculcated by teachers in teaching family education and to examine the importance of teaching family education to the secondary school students. The respondents consisted of three secondary school teachers who teach three subjects which consist of family theme. Qualitative case study using semi-structured interviews, observation and video recording were conducted to collect the data. Interview transcriptions were analyzed using ATLAS.ti software to build themes in this study. The findings of this study clearly indicated that implementation of family values can increase student awareness towards positive values that should be practiced in family life. The findings also shows that inculcation of family values significantly associated with environmental aspects which give positive implications to the student not only can strengthen their family relationships but can improve students personality. Inculcation of family values should be given attention and priority by all parties, especially teachers and parents in determine student outcomes in the future.
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Effect of Family Type on the Value Orientation, Adjustment Abilities and Academic Achievement of the Adolescent Children
Article
Full-text available
  • Jan 2022
The present study investigated the effect of family values, and adjustment abilities of the students belonging to JFs and NFs on their academic achievement. Considering the independent, dependent, and intervening variables the study tried to investigate the level of adjustment abilities, value patterns, and their effect on the academic accomplishment of secondary school students. The objectives of the study were to compare the academic achievement, family value traits, and adjustment ability scores of the students belonging to nuclear and joint families, concerning their demographic characteristics. To determine the impact of family value patterns and adjustment abilities on the academic achievement of secondary school students belonging to nuclear and joint families. To find out the relationship between Family Value Patterns, Adjustment abilities, and Academic Achievement of secondary school students of Joint families & Nuclear families. Accordingly, the null hypotheses were tested on the stated research questions. 300 students as a sample of the study were selected through the purposive sampling method. Standardized tools were used for collecting the data for this research and various statistical application were applied to find out the effect of dependent, and intervening variables on independent variables. The results of the study reveal that the Mean academic achievement of the students is above 80%. But the Mean family value trait score and the Mean adjustment abilities score of the students were close to 70% and 63% respectively. Again the research found that the students belonging to both JFs and NFs are quite equal in their adjustment abilities score, but, the students of NFs had better family value traits compared to the students of JFs. The study revealed that there was a significant effect of family value patterns and adjustment abilities on the academic achievement of the students for both JFs and NFs since the p-value <0.05. It was also found that a correlation existed between family value patterns, adjustment capacities, and the academic accomplishment of students belonging to JFs and NFs. There was a negative correlation between adjustment abilities and the family value patterns of secondary school students belonging to JFs and NFs. The study concluded with many valuable recommendations for future researchers.
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The Prediction of Meta-Emotion based on School Climate, Values Related to Study and Family Function in the School Students
Article
Full-text available
  • Aug 2018
The purpose of this study was to predict meta-emotion based on school climate, values related to study and family function in high school students. The research method was correlational type and the population of study was all Shiraz second high school students in 2016-2017 academic years. The sampling method was cluster sampling, and 380 students (190 boys and 190 girls) were selected. The instruments of this study were school climate, family function, values related to study and met-emotion questionnaires. The results of Pearson correlation coefficient showed that there is a positive and significant relationship between the school climate and Values related to study with Meta-Emotion, but there was not any relationship between the general score of family performance with Meta-Emotion. The results of Simultaneous multiple regression analysis showed that in the school climate, the positive relationship between teacher and student and emotional support; in values related to study, Personal and social values and in family function, Problem solving and cooperation positively and significantly could predict met-emotion. Based on the results, could conclude that the school climate, values related to study and family function are able to predict meta-emotion.
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Ценностные предпочтения двух поколений
Article
  • Aug 2018
Представлены результаты исследования, целью которого было сравнение иерархии ценностей двух поколений: родителей и детей. Всего выборку составили 468 человек, 290 из которых – представители старшего поколения (средний возраст – 49,5 лет, 59% женщин); 178 человек – их дети (средний возраст – 23,3 года, 60% женщин). Респондентам предлагался список из 16 ценностей (хорошее образование, интересная работа, высокие доходы, счастливый брак, верные друзья, внешняя привлекательность, власть, свобода, известность и т. д.). Из этого списка необходимо было выбрать сначала семь, а затем три наиболее значимые характеристики. Далее проводился подсчет процента респондентов, выбравших определенную ценность как важную, и определение ранга ценности в каждой из выборок. Для статистической обработки результатов использовался критерий углового преобразования Фишера. Было получено, что первые и последние ранговые места в выборке детей и родителей занимают одинаковые ценности. Самыми важными как для старшего, так и для младшего поколения являются такие ценности, как «счастливый брак» и «верные друзья», наименее значимым ценностями стали «власть», «известность» и «популярность среди сверстников». Различия наблюдаются при сравнении частотности выбора той или иной ценности. Так, например, для родителей ценность «счастливый брак» является более значимой, чем для детей, – эту характеристику родители выбирают значимо чаще, чем дети. Схожая ситуация наблюдается и для характеристик с низким рангом: «власть», «известность» и «популярность» статистически более значимы для детей, чем для родителей.
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Evaluating the structure of human values with confirmatory factor analysis
Article
Full-text available
  • Jun 2004
This is the first statistical test of a theory of the structure of human values (Schwartz, 1992). The theory postulates that 10 basic values are discriminated in all societies and that these values form a quasi-circumplex structure based on the inherent conflict or compatibility between their motivational goals. Past support for the theory came from subjective judgments of visual plots of the relations among value items in samples from over 60 countries. We formally test the postulated structure and several potential refinements. We employ a specially designed confirmatory factor analysis (CFA) approach with new data from two sets of 23 samples from 27 countries (N=10,857). In both data sets, CFAs confirm the 10 basic values, a modified quasi-circumplex rather than a simple circumplex structure, and the claim that values form a motivational continuum.
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2nd International Conference on New Trends in Education and Their Implications. 27-29 April Turkish adaptation of the portrait values questionnaire
  • Demirutku
-28 incelenmesi. 2nd International Conference on New Trends in Education and Their Implications. 27-29 April, 2011 Antalya-Turkey Demirutku, K. (2004). Turkish adaptation of the portrait values questionnaire. Ankara: Unpublished Manuscript, Middle East Technical University
Öğretmen adaylarının değer tercihleri ile epistemolojik inançlarının incelenmesi
  • Başçiftçi
  • Başçiftçi
Öğretmen Adaylarının Bilgi Toplumunda Değerlere İlişkin Görüşlerinin Bazı Değişkenler Açısından İncelenmesi.Kuram ve Uygulamada Eğitim Yönetimi
  • Altunay
  • E Altunay
  • M Yalçınkaya
  • Altunay
  • E Altunay
  • M Yalçınkaya
Türk Öğretmenlerinin Değer Yönelimleri ve Schwartz Değer Kuramı
  • Ç. Kağıtçıbaşı
  • M.E. ve Kuşdil
  • Ç. Kağıtçıbaşı
  • M.E. ve Kuşdil
Turkish adaptation of the portrait values questionnaire
  • Demirutku Demirutku
  • Demirutku Demirutku
Sosyolojik bir olgu olarak değer
  • E. Özensel
  • E. Özensel
Turkish adaptation of the portrait values questionnaire. Ankara: Unpublished Manuscript
  • Jan 2004
  • 34
  • K Demirutku
Demirutku, K. (2004). Turkish adaptation of the portrait values questionnaire. Ankara: Unpublished Manuscript, Middle East Technical University. , 15(45). (59 76). 217-239. , 14, 30 34.