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Describing values of Filipino adolescents: A comparison with pan-cultural norms.
Abstract
An etic approach was used to describe the values of Filipino adolescents and to show how pan-cultural comparisons using a values survey can complement emic approaches to studying values. Participants were 752 adolescents who answered the Portrait Values Questionnaire (PVQ). The results indicate that PVQ has structural validity and adequate internal consistency. Ranks of the value types were compared with pan-cultural student norms; the results indicate that (a) Filipino adolescents’ value type hierarchies are substantially similar (same top, same middle, same bottom ranked values), and (b) Filipino adolescents gave higher rankings for hedonism and stimulation and lower ranking for achievement.
... As such, the Catholic values that relate to self-sacrifice and benevolence are likely to be strongly endorsed in the Philippines. Indeed, protection and enhancement of the welfare of close others (i.e., benevolence) are highly valued in the Philippines and are typically ranked high among the value priorities of Filipino samples (Bernardo, Clemente, & Liem, 2014). According to kapwa model or the shared identity model, an indigenous values framework (Enriquez, 1992) Filipinos differentiate between one-of-us/insider (hindi ibang tao) and not-oneof-us/outsider (ibang tao) relationships. ...
... In undertaking this study, we hope to provide evidence that would further strengthen the cross-cultural validity of both values and social axioms and that would clarify how they relate to each other. With reference to the psychology literature in the Philippines, this study also extends theorizing about values, as previous studies have mostly focused on establishing value structures and describing value priorities (e.g., Bernardo et al., 2014;Clemente et al., 2008). ...
... As shown in Table 2, most of the value type scales have adequate internal consistency, but one scale (tradition) has Cronbach a = .45. To provide further tests of the psychometric properties of the PVQ scales, confirmatory factor analysis was conducted to verify its theoretically defined 10-factor structure that has been extensively validated in previous studies (e.g., Caprara et al., 2006;Schwartz, 2006), including in studies involving Filipino samples (Bernardo et al., 2014;Liem et al., 2011). Following the suggestions of Little, Cunningham, Shahar and Widaman (2002), item parcels were used in the confirmatory factor analysis to reduce the model complexity particularly as the total number items involved in the ten scales was quite large relative to the sample size. ...
Religion plays a very important role in some societies but not in others. Within each society, individuals also differ in the degree to which they believe that religion is an important force in their lives and in their society. This belief about the social value of religion is referred to as the social axiom of religiosity. This study inquires into what personal values as defined in Schwartz’s circumplex model of value types are associated with the social axiom of religiosity. The question is investigated in the Philippines—a country where religion in widely regarded as important. Drawing from indigenous research on Filipino values, the social axiom of religiosity was hypothesized to be associated with four value types. Participants completed the Portrait Values Questionnaire and Social Axioms Survey, and the results provide partial support for the hypotheses. The social axiom of religiosity was positively associated with conformity and negatively associated with power. The results are discussed in terms of how the social axiom of religiosity may not be congruent with personal values related to self-enhancement and openness to change, and how the value-expressive functions of the social axiom of religiosity may work in countries that strongly emphasize religion.
... Sa pagkakaalam namin, wala pang nailathalang pag-aaral na sumubok bumuo ng panukat ng hiya bilang isang pagpapahalaga. Kaugnay nito, madalas ding ang mga pag-aaral sa Pilipinas tungkol sa mga pagpapahalaga ay nakatuon sa pag-unawa ng istruktura ng ugnayan ng mga ito (e.g., Talisayon 1994;Clemente et al. 2008;Billedo et al. 2011;Bernardo et al. 2014) at bihira ang mga sumusuri sa mga sikolohikal na penomenang kaya nitong i-predict (e.g., Santos 2012). Ano nga kaya ang relasyon ng hiya sa mga ugali, saloobin, at kilos? ...
... Ang ganitong porma ng mga aytem ay gumagana sa at nauunawaan ng mga kabataan (e.g., mga estudyanteng nasa hayskul at kolehiyo). Nagamit na ang PVQ sa ilang pag-aaral sa Pilipinas (e.g., Bernardo et al. 2014). Dahil panimulang bahagi pa lamang ito ng pagbuo ng panukat ng hiya at tinantya pa namin kung aling porma ang pinakamainam para sa aming mga layunin, napagpasyahan naming isulat ang mga verbal portrait para sa hiya gamit ang isa hanggang dalawang pangungusap. ...
Paano nga ba naiiba ang isang taong may mataas na pagpapahalaga sa hiya (may hiya) kumpara sa isang taong mababa ang pagpapahalaga dito (walang hiya)? Upang masagot ito, nagsagawa ng dalawang pag-aaral na may dalawang pangunahing layunin: (1) bumuo ng isang matatag at mabisang Panukat ng Hiya bilang isang Pagpapahalaga (PHP) at (2) tukuyin ang empirikal na kaugnayan ng hiya sa mga ugali (trait), saloobin (attitude), at kilos na lumalabag sa panuntunan ng lipunan (norm violation). Sa parehong pag-aaral, sumagot ng online questionnaire ang mga kalahok. Alinsunod sa mga naunang pagdalumat sa hiya bilang pagpapahalaga (e.g., Enriquez 1992), binigyang-kahulugan ito bilang pagsasaalang-alang sa mga iisipin at mararamdaman ng ibang tao bago ang ano mang pagkilos. Mula rito, lumikha sa unang pag-aaral ng mga aytem na susukat sa hiya. Nirebisa ito sa ikalawang pag-aaral. Matatag ang mungkahing bersyon ng PHP na may 16 na aytem (α = .89). Tinasa ang bisa nito sa pamamagitan ng pagpapakita na may pagkakatangi ang hiya sa mga ugaling tulad ng agreeableness at social desirability (SD). Nakita ring may kontribusyon ang hiya sa pagpapaliwanag ng mga norm violation na iba at higit pa sa kayang ipaliwanag ng mga ugali. Tinalakay ang posibilidad na may (1) inhibitory at accommodative function ang hiya at (2) dalawa ang dimensyong pumapailalim dito (hiya sa hindi ibang tao at hiya sa ibang tao).
... Filipinos, in general, are known to be conservative, hospitable and patriotic by other cultures. Ramirez (as cited in Bernardo, 2014) observed that Filipino adolescents, during the 1986 EDSA People Power Revolution, exemplified the values of being maka-Diyos, maka-tao, and maka-bayan (Ramirez, 1997). A shared identity model of Filipino values has been proposed by Pe-Pua, Protacio-Marcelino (2000), which suggested that Filipino adolescents share the same core values, such as hiya, lakas ng loob, pakikiramdam, and pakikibaka. ...
... Values of Filipino adolescents seemed to be shifted since the last few decades. A study by Bernardo (2014) and colleagues suggested that the modern Filipino adolescents give more importance to stimulation (pursuit of an exciting and novel life) and hedonism (quest for sensuous gratification of oneself) among other values. ...
This paper provides a brief review of the current status of teenage pregnancy in the Philippines based on the data from the Philippine Statistics Authority, Department of Health, and University of the Philippines' Young Adult Fertility and Sexuality Study 2013.
... Although the PVQ has been used in the Philippines (Liem et al., 2011;Bernardo, Clemente & Liem, 2014), no conservation studies have measured individual responses to these surveys outside of WEIRD countries. ...
This cross‐sectional and mixed‐methods study uses Self‐Determination Theory and the Theory of Basic Human Values to investigate changes in motivations, attitudes, beliefs and values following the establishment of community‐based marine protected areas (MPAs). Open‐ended and retrospective questions, as well as survey instruments, were used in six communities with different‐aged (new: 1–3 years old, medium‐aged: 5–11 years old and old: 20–25 years old) MPAs in the Philippines. Respondents included both community members either involved (n = 101) or not involved (n = 108) in MPA management. Respondents reported increased appreciation for the benefits of MPAs and more positive attitudes about MPAs over time. In comparison to respondents from communities with new MPAs, respondents in communities with medium‐aged and old MPAs identified a wider range of MPA impacts on themselves (e.g. new friendships, learning and greater pro‐environmental values), their community (e.g. increased fish catch, social capital), and on ecosystems (e.g. different species and ecosystems‐types). Similarly, respondents from medium‐aged and old MPAs had fewer non‐autonomous motivations (i.e. motivations arising externally, such as social status or pay) to engage in MPA management and also had higher self‐transcendence values, such as caring for nature. These results suggest that community‐based MPAs may encourage psychological shifts in communities such as greater autonomous motivation to care for nature and enhanced self‐transcendence values, both of which may support conservation. By developing a more holistic approach to assessing the multi‐faceted impacts of community‐based conservation, this type of psychological research helps to identify and prioritize timely actions in the establishment and maintenance of resilient and sustainable community‐based MPAs.
... Dito, tinatanong ang kalahok na pagisipan sa bawat aytem ang isang taong ipinapakita ang mga pagpapahalaga sa teorya ni Schwartz at tantiyahin kung gaano kapareho ang kaniyang sarili sa taong inilarawan (Schwartz, 1992). Napatunayan na ang pagkaangkop ng panukat na ito sa kulturang Pilipino, lalo na sa mga kabataan-katulad ng aming mga kalahok (hal., Bernardo, Clemente, & Liem, 2014;Liem, Martin, Nair, Bernardo, & Prasetya, 2011). ...
Similar to the extent of scholarship concerning foreign conceptualizations of motivation, a large body of research in Sikolohiyang Pilipino aimed to understand what drives Filipinos in their lives. Unfortunately, we lack a similarly developed framework of Filipino motivation and measures of motivation associated with it. In order to address this limitation, we created a measure of motivation derived from valuations and concepts that are indigenous to Filipino culture, society, and psychology. In the current research, we demonstrate the initial construction, reliability analysis (including item and exploratory factor analysis), and construct validity of the Inventory of Motivations of Filipinos (IMP). After three studies, results suggest that three types reflect the motivations of Filipinos: the dedication to achieve mastery in domains important to oneself, the desire to make one’s family and significant others happy, and the drive to accomplish tasks to the bare minimum needed to be remunerated. Furthermore, our results affirm the types of motivation identified in earlier qualitative and theoretical research in the Philippines. In conclusion, we recommend that future studies could be conducted to verify the appropriateness of the IMP in other populations (for example, across different groups of students and workers), and the theoretical and practical implications of the motives we identified in the daily lives of Filipinos.
... In the original theoretical classification of character strengths, fairness was classified as exemplifying justice and moral virtue, whereas kindness exemplified humanity. Both seem to exemplify the category of self-transcendence values (Schwartz, 1994), which are consistent with the Filipino core value of pakikipagkapwa (or shared relational identity; Bernardo et al., 2014). Yet, as these conclusions are speculative, future research needs to provide evidence on how these specific interpersonal strengths reflect culture-specific relational values in the Philippine context. ...
Some studies have shown that character strengths positively predicted optimal performance and wellbeing in WEIRD societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines (Mage = 14.33). There was a two-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.
... Research among other youth populations have suggested that character strengths like gratitude offer a means for fostering positive youth development (Froh, Miller, & Snyder, 2007;Froh et al., 2009). As such, it may be important to focus on the development of gratitude in children of OFWs, particularly as one study has suggested that Filipino youth may prioritize value types associated with materialism (i.e., power and stimulation) to a higher degree compared to "pancultural" norms (Bernardo, Clemente, & Liem, 2014). ...
Children left behind by parents who are overseas Filipino workers (OFW) benefit from parental migration because their financial status improves. However, OFW families might emphasize the economic benefits to compensate for their separation, which might lead to materialism among children left behind. Previous research indicates that materialism is associated with lower well-being. The theory is that materialism focuses attention on comparing one’s possessions to others, making one constantly dissatisfied and wanting more. Research also suggests that gratitude mediates this link, with the focus on acquiring more possessions that make one less grateful for current possessions. This study explores the links between materialism, gratitude, and well-being among 129 adolescent children of OFWs. The participants completed measures of materialism, gratitude, and well-being (life satisfaction, self-esteem, positive and negative affect). Results showed that gratitude mediated the negative relationship between materialism and well-being (and its positive relationship with negative affect). Children of OFWs who have strong materialist orientation seek well-being from possessions they do not have and might find it difficult to be grateful of their situation, contributing to lower well-being. The findings provide further evidence for the mediated relationship between materialism and well-being in a population that has not been previously studied in the related literature. The findings also point to two possible targets for psychosocial interventions for families and children of OFWs.
Large-scale international assessments have shown that students from different Asia-Pacific countries and economies differ from their Western counterparts in their levels of academic achievement. This chapter offers a potential theoretical advancement that achievement goals, as an achievement motivation construct, could be used to explain such cross-cultural differences. We discuss four types of achievement goals in motivation – mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals – and examine how achievement goals are endorsed by students in different cultures and in particular in the Asia-Pacific, and how this endorsement is associated with their learning and achievement. Specifically, this chapter (1) provides a brief account of the theoretical development of achievement goal theory, (2) reviews achievement goal studies, particularly those involving students from the Asia-Pacific region, and examines cross-cultural differences in goal endorsement and associations between achievement goals and outcome correlates, (3) explores the sociocultural factors contributing to such cross-cultural differences, (4) identifies gaps in the reviewed literature on achievement goals and offers recommendations for future studies, and lastly (5) proposes the Ecological System Model of Achievement Goal Complexes and Academic Achievement, which provides researchers a new direction to study culture, achievement goals, and academic achievement. Our reviews show that students from Asia-Pacific countries and economies, who held collectivistic values and were driven by socially oriented achievement motives, were more likely to endorse performance-approach, performance-avoidance, and mastery-avoidance goals. Further, performance-approach and performance-avoidance goals were found to have differential impact on academic outcomes depending on students’ cultural group or values. An increased awareness of the interplay among culture, achievement goals, and academic achievement is essential to help practitioners design culturally appropriate interventions and instructional practices that engender optimal academic outcomes for students of different cultural backgrounds.
Traditionally in Indian education system values and value education is an integral part which is lacking among the today’s young generations. The objectives of this study are to find out how the English syllabus is helping the students inculcating values, to identify the types of values incorporated in English syllabus of W.B.B.S.E. For this study qualitative method has been undertaken and content analysis has been done. The major findings of this study are that prose lessons are mostly able to develop values among the students than nonfiction and poetry; Nonfiction, though it is little in number of lessons, has high efficiency in the development of values, the English syllabus of W.B.B.S.E is able to develop social values, moral values and national values.
Hope is known to be an important predictor of wellbeing, especially in young people. The current study draws from the locus-of-hope model, which proposes internal and external locus-of-hope dimensions. External locus-of-hope refers hopeful thoughts based on conjoint forms of agency that relate to other persons and external forces, which are distinct forms of hopeful thoughts compared to dispositional hope that is typically measured in the research literature. Data were gathered from 825 young adolescents (ages 12–15) from the Philippines who completed the Locus-of-Hope Scale. Confirmatory factor analysis indicated good fit between the four-factor model of locus-of-hope and the data. Multigroup confirmatory factor analysis further indicated strong measurement invariance across boys and girls. The young adolescent sample reported higher external-family and external spiritual locus-of-hope thoughts compared to the internal and external-peer locus-of-hope, and girls reported higher hope in the first two dimensions, as well. Internal and external-spiritual locus-of-hope also increased in the later years (14 & 15). The results are discussed in terms of how hopeful thoughts may be shaped by developmental processes that relate to broader culture-specific societal processes and orientations.
Using alternative methods to directly test Enriquez’s kapwa theory, this research attempted to characterize Filipino adolescents in terms of their values and the interrelationship of these values. Study 1 verified whether Enriquez’s list of 12 Filipino values would still be endorsed by Filipino adolescents. One hundred thirty six university students answered a questionnaire on these values. Eleven of the 12 values from the original model were retained (bahala na was dropped) while two values were added to the list (maka-Diyos and paggalang). Study 2 aimed to represent the relationship of the 13 values derived from Study 1. Forty seven university students formed individual maps linking these values to each other. After subjecting these maps to multidimensional scaling analysis (MDS), a reformulation of Enriquez’s value system was proposed. Two dimensions (Sarili-Lipunan and Ibang Tao-Hindi Ibang Tao) were suggested to underlie the revised value system.
Applying the values construct in the social sciences has suffered from the absence of an agreed-upon conception of basic values, of the content and structure of relations among these values, and of reliable methods to measure them. This article presents data from over 70 countries, using two different instruments, to validate a theory intended to fill pan of this gap. It concerns the basic values that individuals in all cultures recognize. The theory identifies 10 raotivationally distinct values and specifies the dynamics of conflict and congruence among them. These dynamics yield a structure of relations among values common to culturally diverse groups, suggesting an universal organization of human motivations. Individuals and groups differ in the priorities they assign to these values. The article examines sources of individual differences in value priorities and behavioral and attitudinal consequences that follow from holding particular value priorities. In doing so, it considers processes through which values are influenced and through which they influence action.
The study explored the invariance of Filipino and English versions of the Inventory of School Motivation (ISM) for Filipino-English bilingual students. There was invariance in the factor structure and factor loadings across the two language versions. Between-network construct validation showed consistent associations between ISM-mastery goals and sense-of-self dimensions.
Perceived legitimacy of parental control over adolescents’ academic life was investigated by asking 1,088 Filipino adolescents to indicate who they thought should decide on a range of academic issues. Exploratory factor analysis suggested three factors: learning activities, academic participation, and academic options. Respondents rejected parental authority on issues related to learning activities, but indicated that issues of academic participation and options should be decided jointly with their parents. In all domains, students in higher school levels more strongly rejected parental authority compared to students in lower school levels. Finally, there were distinct relationships between legitimacy perceptions and academic adjustment: Adjustment was positively associated with rejection of parental authority over learning activities (higher academic efficacy and lower self-reported disruptive behaviors), but negatively associated with rejection of parental authority over academic participation (higher self-reported disruptive behaviors).
Schwartz’s theory of the content and structure of human values has been validated mostly with adult (teacher and university student) samples. The present study examines the content and structure of values of middle adolescents in Singapore, the Philippines, Indonesia, and Australia. The 40-item version of the Portrait Values Questionnaire was administered to 230 adolescents in each country (total N = 920; boys and girls were equal) and smallest space analysis was performed. Consistent with theory, the 10 first-order values and the four second-order values, organized in two bipolar dimensions, were identified in all samples. In support of the developmentally modified value model for young people, there was some evidence for the periphery of power to achievement. Interestingly, the location of benevolence and universalism were reversed across all cultural groups, and tradition values separated into self-restriction and faith. Overall, the findings support the claim that Schwartz’s theory of values is neither restricted to adults nor solely based on a particular instrument and is generalizable across diverse national contexts.
Several studies demonstrate that Schwartz’s (1992) theory of human values is valid in cultures previously beyond its range. We measured the 10 value constructs in the theory with the Portrait Values Questionnaire (PVQ), a new and less abstract method. Analyses in representative samples in South Africa (n = 3,210) and Italy (n = 5,867) and in samples of 13- to 14-year-old Ugandan girls (n = 840) yielded structures of relations among values similar to the theoretical prototype. In an Israeli student sample (n = 200), the values exhibited convergent and discriminant validity when measured with the PVQ and with the standard value survey. Predicted relations of value priorities with a set of 10 background, personality, attitude, and behavioral variables in the four samples supported the construct validity of the values theory with an alternative method of measurement.
Beyond the striking differences in the value priorities of groups is a surprisingly widespread consensus regarding the hierarchical order of values. Average value hierarchies of representative and near representative samples from 13 nations exhibit a similar pattern that replicates with school teachers in 56 nations and college students in 54 nations. Benevolence, self-direction, and universalism values are consistently most important; power, tradition, and stimulation values are least important; and security, conformity, achievement, and hedonism are in between. Value hierarchies of 83% of samples correlate at least .80 with this pan-cultural hierarchy. To explain the pan-cultural hierarchy, the authors discuss its adaptive functions in meeting the requirements of successful societal functioning. The authors demonstrate, with data from Singapore and the United States, that correctly interpreting the value hierarchies of groups requires comparison with the pan-cultural normative baseline.
This study examined the variables incoming first-year college students believed were most important to their long-term career choice. A sample of 31,731 students were surveyed from 1995 to 2004, and results revealed that men placed a greater emphasis on making money, women placed a greater emphasis on working with people and contributing to society, White students placed a greater emphasis on having independence and intrinsic interest in the field, and African Americans and Asian Americans espoused higher extrinsic work values. Additional analyses revealed significant cohort differences, as over the 10-year period students reported a 10% increase in the selection of intrinsic values, a 5% decrease in selection of extrinsic values, and a 5% decrease in selection of prestige values.
We propose a refined theory of basic individual values intended to provide greater heuristic and explanatory power than the original theory of 10 values (Schwartz, 1992). The refined theory more accurately expresses the central assumption of the original theory that research has largely ignored: Values form a circular motivational continuum. The theory defines and orders 19 values on the continuum based on their compatible and conflicting motivations, expression of self-protection versus growth, and personal versus social focus. We assess the theory with a new instrument in 15 samples from 10 countries (N 6,059). Confirmatory factor and multidimensional scaling analyses support discrim-ination of the 19 values, confirming the refined theory. Multidimensional scaling analyses largely support the predicted motivational order of the values. Analyses of predictive validity demonstrate that the refined values theory provides greater and more precise insight into the value underpinnings of beliefs. Each value correlates uniquely with external variables. The Schwartz (1992) theory of basic human values has spawned hundreds of studies during the past two decades. 1 The vast major-ity of these studies examined how the 10 basic values or the four higher order values relate to various attitudes, opinions, behaviors, personality, and background characteristics. Studies have also as-sessed value transmission and development in childhood and ad-olescence and value change over time (e.g., Bardi, Lee, Hofmann-Towfigh, & Soutar, 2009; Knafo & Schwartz, 2003). Recently,
Publisher Summary This chapter addresses the universals in the content and structure of values, concentrating on the theoretical advances and empirical tests in 20 countries, and its four basic issues: substantive contents of human values; identification of comprehensive set of values; extent to which the meaning of particular values was equivalent for different groups of people; and how the relations among different values was structured. Substantial progress has been made toward resolving each of these issues. Ten motivationally distinct value types that were likely to be recognized within and across cultures and used to form value priorities were identified. Set of value types that was relatively comprehensive, encompassing virtually all the types of values to which individuals attribute at least moderate importance as criteria of evaluation was demonstrated. The evidence from 20 countries was assembled, showing that the meaning of the value types and most of the single values that constitute them was reasonably equivalent across most groups. Two basic dimensions that organize value systems into an integrated motivational structure with consistent value conflicts and compatibilities were discovered. By identifying universal aspects of value content and structure, the chapter has laid the foundations for investigating culture-specific aspects in the future.
We propose a refined theory of basic individual values intended to provide greater heuristic and explanatory power than the original theory of 10 values (Schwartz, 1992). The
refined theory more accurately expresses the central assumption of the original theory that research has largely ignored: Values form a circular motivational continuum. The theory defines and orders 19 values on the continuum based on their compatible and conflicting motivations, expression of self-protection vs. growth, and personal vs. social focus. We assess the theory with a new instrument in 15 samples from 10 countries (N=6059). CFA and MDS analyses support discrimination of the 19 values, confirming the refined theory. MDS analyses largely support the predicted motivational order of the values. Analyses of predictive validity demonstrate that the refined values theory provides greater and more precise insight into the value underpinnings of beliefs. Each value correlates uniquely with external variables.
This study examined the hypothesis that religiosity would be differentially related to six types of adolescent prosocial behaviour, and that these relations would be mediated by the prosocial value of kindness. Self‐report data were collected from 142 high school students (63 per cent female; 91 per cent White; M age = 16.8, S = .80). Religiosity was a significant positive predictor of kindness, as well as compliant, anonymous and altruistic prosocial behaviour, but not public, dire and emotional prosocial behaviour. Associations between religiosity and both compliant and altruistic prosocial behaviours were mediated by kindness. Direct and indirect paths were found between religiosity and anonymous prosocial behaviour. Thus, partial support was found for the mediational hypothesis. Discussion focused on the utility of distinguishing among different types of prosocial behaviours and on the role of religion and values in promoting moral education.
We examine the controversial practice of using parcels of items as manifest variables in structural equation modeling (SEM) procedures. After detailing arguments pro and con, we conclude that the unconsidered use of parcels is never warranted, while, at the same time, the considered use of parcels cannot be dismissed out of hand. In large part, the decision to parcel or not depends on one's philosophical stance regard- ing scientific inquiry (e.g., empiricist vs. pragmatist) and the substantive goal of a study (e.g., to understand the structure of a set of items or to examine the nature of a set of constructs). Prior to creating parcels, however, we recommend strongly that in- vestigators acquire a thorough understanding of the nature and dimensionality of the items to be parceled. With this knowledge in hand, various techniques for creating parcels can be utilized to minimize potential pitfalls and to optimize the measure- ment structure of constructs in SEM procedures. A number of parceling techniques are described, noting their strengths and weaknesses.
We constructed a theory of the universal types of values as criteria by viewing values as cognitive representations of three universal requirements: (a) biological needs, (b) interactional requirements for interpersonal coordination, and (c) societal demands for group welfare and survival. From these requirements, we have derived and presented conceptual and operational definitions for eight motivational domains of values: enjoyment, security, social power, achievement, self-direction, prosocial, restrictive conformity, and maturity. In addition, we have mapped values according to the interests they serve (individualistic vs. collectivist) and the type of goal to which they refer (terminal vs. instrumental). We postulated that the structural organization of value systems reflects the degree to which giving high priority simultaneously to different values is motivationally and practically feasible or contradictory. To test our theory, we performed smallest space analyses on ratings given by subjects from Israel (N = 455) and Germany (N = 331) of the importance of 36 Rokeach values as guiding principles in their lives. Partitioning of the obtained multidimensional space into regions revealed that people do indeed discriminate among values according to our a priori specifications of goal types, interests served, and motivational domains in both societies. Moreover, the motivational domains of values are organized dynamically in relation to one another in both societies, as predicted by the patterns of compatible or contradictory motivation and practical consequences. We have noted additional values and domains possibly needed for a universal scheme as well as potential applications of this approach for comparing the meanings, structure, and importance of values across cultures, for analyzing relations between social structure and values, and for predicting and interpreting relations of values to attitudes and behavior.
The study investigates the hypothesis that country differences in achievement goals of students are associated with differences
in how students with different achievement goals are perceived by students in different cultures. University students from
Malaysia and the Philippine were asked to complete questionnaires on their achievement goals and on their perceptions of hypothetical
students who exemplify the different achievement goals. The perception questions related to social goals such as peer affiliation,
personal qualities, and likeability. The achievement goals data indicated that Filipino students reported higher levels of
mastery goals compared to their Malaysian counterparts, who in turn reported higher levels of performance approach goals.
Hierarchical regression analysis indicate that country differences in mastery and performance goals can be accounted for by
differences in perceptions of mastery- and performance-goal oriented peers, particularly those perceptions that relate to
social affiliation and social approval. The results are discussed in terms of how achievement goal constructs are perceived
in different countries, and how differences in perception may relate to some social dimensions in the adoption of achievement
goals.
KeywordsAchievement goals-Goal theory-Achievement motivation-Social perception-Malaysia-Philippines
This study examined how values related to achievement goals and individual-oriented and social-oriented achievement motivations among secondary school students in China (N = 355) and Indonesia (N = 356). Statistical comparisons showed the Chinese students endorsed more strongly than the Indonesian students on self-direction and hedonism values, individual-oriented achievement motivation, and mastery-approach goals. Conversely, the Indonesian students endorsed more strongly than their Chinese counterparts on security, conformity, tradition, universalism and achievement values, social-oriented achievement motivation, and performance-approach and mastery-avoidance goals. Values explained a significant amount of the variance in almost all of the dimensions of motivation. Etic and emic relationships between values and achievement motivations were found.
The life stage of adolescence now occurs in most corners of the world, but it takes different forms in different regions. Peers, with such a central role in Western adolescence, play a comparatively minor role in the lives of Arabic and South Asian adolescents. Emotional turmoil and individuation from family occur in some societies but not others. Adolescent sexual revolutions are sweeping through Japan and Latin America. In this 2002 book, scholars from eight regions of the world describe the distinct nature of adolescence in their regions. They draw on research to address standard topics regarding this age - family and peer relationships, schooling, preparation for work, physical and mental health - and show how these have a different cast across societies. As a whole, the book depicts how rapid global change is dramatically altering the experience of the adolescent transition, creating opportunities and challenges for adolescents, parents, teachers, and concerned others.
A qualitative study of the beliefs, attitudes, perceptions, behaviour of young people about identity, sexuality and health
The life stage of adolescence now occurs in most corners of the world, but it takes different forms in different regions. Peers, with such a central role in Western adolescence, play a comparatively minor role in the lives of Arabic and South Asian adolescents. Emotional turmoil and individuation from family occur in some societies but not others. Adolescent sexual revolutions are sweeping through Japan and Latin America. In this 2002 book, scholars from eight regions of the world describe the distinct nature of adolescence in their regions. They draw on research to address standard topics regarding this age - family and peer relationships, schooling, preparation for work, physical and mental health - and show how these have a different cast across societies. As a whole, the book depicts how rapid global change is dramatically altering the experience of the adolescent transition, creating opportunities and challenges for adolescents, parents, teachers, and concerned others.
The multiple-goals perspective assumes that adopting both mastery and performance goals is better for students. But there has been very little evidence for the multiple-goals perspective in Asian students. A cluster analysis was conducted to identify groups of Filipino students who endorse different goal combinations, revealing four groups comprised of those who adopted (a) predominantly performance goals, (b) predominantly mastery goals, (c) multiple goals or (d) low levels of both goals. Comparisons of cognitive and affective learning variables indicated that reported use of deep learning strategies, enjoyment of learning and less anxiety were associated with the multiple goals group. Although the study did not assess actual learning outcomes, the study shows results consistent with the multiple-goals perspective, as it shows enhanced use of cognitive strategies and more positive affective experiences in the learning processes, adding to the scant evidence on multiple-goals perspective among Asian students.
In this study we clarified the multiple‐level effects of Confucian‐related work values, including self‐discipline and interpersonal ethics, on the performance of individuals and the team. Empirical data of 70 work teams with 472 team members from Taiwanese enterprises were collected to test our hypotheses. Results showed that, at the group level, shared team values of interpersonal ethics were positively related to team performance through the partial mediation of team cooperation. For cross‐level effect, shared team values of interpersonal ethics and individual member's self‐discipline values were both positively related to individual performance. The implications of Confucian dynamism work values on contemporary organizational management and indigenous Chinese team theories were provided.
With a view to understand the influence of culture on achievement motivation, the study aimed to test the hypothesized mediating role of individual-oriented and social-oriented achievement motives in linking value orientations (e.g. achievement, security, conformity, hedonism) to achievement goals (i.e. mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goals) as predictors of English and mathematics achievements. These hypothesized relationships were tested in the one-path analytic model with a sample of Indonesian high-school students (n = 356; 46% girls, M age = 16.20 years). The findings showed that security and conformity values positively predicted social-oriented achievement motive; self-direction values positively predicted individual-oriented achievement motive; and hedonism values negatively predicted both achievement motive orientations. Both individual-oriented and social-oriented achievement motives positively predicted mastery-approach and performance-approach goals. Interestingly, social-oriented achievement motive also positively predicted mastery-avoidance and performance-avoidance goals, which in turn, negatively predicted English and mathematic achievement. There was also some evidence for the direct effects of values on performance-approach goals and achievement. Taken together, the findings evinced the relevance of achievement goal constructs to Indonesian students and the psychometric properties of the Indonesian version of the Achievement Goals Questionnaire for further use in Indonesia. The study concludes that the meanings of academic motivation and achievement should be seen from a sociocultural perspective relevant to the context in which they are being studied.
This article proposes a framework for representing personality constructs at four levels of abstraction. The total aggregation model is the composite formed by the sum of scores on all items in a scale. The partial aggregation model treats separate dimensions of a personality construct as indicators of a single latent variable, with each dimension being an aggregation of items. The partial disaggregation model represents each dimension as a separate latent variable, either freely correlated with the other dimensions or loading on one or more than one higher order factor; the measures of the dimensions are multiple indicators formed as aggregates of subsets of items. The total disaggregation model also represents each dimension as a separate latent variable but, unlike the partial disaggregation model, uses each item in the scale as an indicator of its respective factor. Illustrations of the models are provided on the State Self‐Esteem Scale—including tests of psychometric properties, invariance, and generalizability.
Research with adult subjects has provided evidence for the validity of Schwartz' (1992) theory on the structure of values. However, information about children and adolescents is scarce. Using the Portrait Values Questionnaire (PVQ-29) to test the applicability of Schwartz' values theory to this population, a sample of 1555 German subjects aged 10 to 17 was investigated. Value structure was analyzed for the whole sample and for different age groups. Results broadly confirm the validity of Schwartz' theory. They do not show the hypothesized correspondence between age and structural complexity, as operationalized by the number of distinct value types. Rather, the value structure of 10 to 12 year olds is nearly as differentiated as that of 15 to 17 year olds. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The relationships between social axioms, general beliefs that people hold about the social world, and values, defined as desirable goals for life, were examined in five cultural groups. Results show that the correlations between social axioms and Schwartz's (1992) values are generally low, suggesting that they represent two distinct types of construct. Based on a structural equation modelling approach, results further show that generally speaking, the five axiom dimensions are related to the value types in a meaningful and interpretable manner, and that these relationships are generally similar across the five cultural groups. Implications of these results and directions for future research are discussed. Copyright © 2006 John Wiley & Sons, Ltd.
Attitudes to institutional authority, strength of support for moral values and maturity of socio-moral reasoning have all been identified as potential predictors of adolescent delinquency. In a sample of 12–15-year-old boys (N = 789), after checking for effects of age, IQ, social background and ethnicity, self-reported delinquency was significantly and independently predicted by attitudes to authority (r = −.47) and moral values (r = −.27), but not by a structural measure of moral reasoning level (r = −.04). The findings argue for closer attention to the developmental determinants of attitudes to institutional authority and strength of moral value commitments than these have received hitherto. On the other hand, lack of an association between moral reasoning level and delinquent conduct does leave unanswered questions about the consequences of this kind of moral competence.
Filipino adolescents' perceptions regarding the legitimacy of parental control over academic behaviors was investigated. It was assumed that the adolescents would differentiate between the issues inherent in various types or domains of academic behaviors. The results revealed three domains of academic behaviors: learning processes, college major choices, and subject choices. Perceived legitimacy of parental control was negatively associated with individual-oriented achievement motivations for all three domains, but social-oriented achievement motivations were positively associated only with legitimacy perceptions of parental control on subject choices. Multiple regression analysis indicated that school achievement was negatively associated with perceived legitimacy of parental control over learning processes, but positively associated with legitimacy perceptions of control over subject choice. The results extend current theorizing about legitimacy of parental control to the realm of academic behaviors. Implications for learning interventions and parenting advocacies are discussed.
We tested a data-driven ‘traditional’ model and a schema-driven ‘categorization’ model of rater cognitive processes. Raters viewed one of two videotaped lectures on economics. Next, they completed dimensional and overall performance ratings, and scales designed to measure performance-based and non-performance-based aspects of raters' general impressions. We tested model predictions using a combination of confirmatory factor analysis and single-equation regression estimates of structural parameters. Neither model received unequivocal support, though results favored the categorization model. We conclude that (a) performance-based and non-performance-based aspects of a rater's general impression can be distinguished empirically, (b) raters' overall impressions of ratees may substantially reflect the integration of performance-based information, and (c) performance evaluation may be better viewed in the context of ‘evaluation-based’ rather than ‘memory-based’ judgments.
Sikolohiyang Pilipino (Filipino psychology) refers to the psychology born out of the experience, thought and orientation of the Filipinos, based on the full use of Filipino culture and language. The approach is one of “indigenization from within” whereby the theoretical framework and methodology emerge from the experiences of the people from the indigenous culture. It is based on assessing historical and socio-cultural realities, understanding the local language, unraveling Filipino characteristics, and explaining them through the eyes of the native Filipino. Among the outcomes are: a body of knowledge including indigenous concepts, development of indigenous research methods and indigenous personality testing, new directions in teaching psychology, and an active participation in organisations among Filipino psychologists and social scientists, both in the Philippines and overseas.
Value structure at an early age: Cross-cultural replications Facet theory: Design, analysis and applications
- W Bilsky
- F Niemann
- J Schmitz
- I Rose
Bilsky, W., Niemann, F., Schmitz, J., & Rose, I. (2005). Value structure at an early age: Cross-cultural replications. In W. Bilsky & D. Elizur (Eds.), Facet theory: Design, analysis and applications. Proceedings of the 10th International Facet Theory Conference in Rome, 10–13 July 2005 (pp. 241–248).
Filipino Personality: Indigenous and cross-cultural studies
- A T Church
- M S Katigbak
Church, A. T., & Katigbak, M. S. (2000). Filipino Personality:
Indigenous and cross-cultural studies. Manila: De La Salle
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The McCann Youth Study 2000 Edition: A synopsis
- Mccann Erikcson
McCann Erikcson, Philippines (2001). The McCann Youth Study 2000 Edition: A synopsis. Makati City, Philippines: McCann Erickson Philippines.
How are the Filipino youth changing? The shifting lifestyles of our nation's young, 1970s to 1990s
- Ogena
Ogena, N. B. (1999). How are the Filipino youth changing?
The shifting lifestyles of our nation's young, 1970s to 1990s.
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The Filipino worldview and values
- M Ramirez
Ramirez, M. (1994). The Filipino worldview and values. In
T. B. Obusan & A. R. Enriquez (Eds.), The Filipino spiritual culture (Reprint Series No. 1, pp. 3-14). Quezon City,
Philippines: Mamamathala, Inc.
Distinct elements of Filipino values: Cross-national comparisons
- S D Talisayon
Talisayon, S. D. (1994). Distinct elements of Filipino values: Cross-national comparisons. In T. B. Obusan &
A. R. Enriquez (Eds.), The Filipino Spiritual Culture
(Reprint Series No. 1, pp. 39-48). Quezon City, Philippines:
Mamamathala, Inc.
Basic human values: Theory, measurement , and applications
- Allan B I Bernardo
- Jose Antonio
- R Clemente
- Gregory Arief
- D Liem
- S H Schwartz
Allan B. I. Bernardo, Jose Antonio R. Clemente, Gregory Arief D. Liem
Schwartz, S. H. (2006). Basic human values: Theory, measurement, and applications. Revue française de sociologie, 47(4),
249–288.
Value structure at an early age: Cross-cultural replications
- W Bilsky
- F Niemann
- J Schmitz
- I Rose
Bilsky, W., Niemann, F., Schmitz, J., & Rose, I. (2005). Value
structure at an early age: Cross-cultural replications. In
W. Bilsky & D. Elizur (Eds.), Facet theory: Design, analysis
and applications. Proceedings of the 10th International Facet
Theory Conference in Rome, 10-13 July 2005 (pp. 241-248).
Prague: Agentura Action.
Cognitive categorization processes in performance evaluation: Confirmatory tests of two models
- C E Lance
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- S A Fisicaro
Lance, C. E., Woehr, D. J., & Fisicaro, S. A. (1991). Cognitive
categorization processes in performance evaluation: Confirmatory tests of two models. Journal of Organizational
Behavior, 12, 1-20.