Family values across cultures
The article presents results of family values’ study among Russian teenagers. Also such emotionally-regulative characteristics as spontaneous and reactive aggressiveness, irritability, steadiness, shyness are analyzed. These personality traits are examined as predictors of rejection of family values among teenagers. Authors use data of global research, which was done among high school students from eight regions of Russia in 2016. Subject of our analysis are data of social questionnaire and multi-factor personal questionnaire FPI. Due to results of research, positive attitude to family values was diagnosed. Most of teenagers want to create a family, think, that family is basis of state and agree with necessary to prepare person for creation family, training family values. However, most of teenagers have positive attitude to civil marriage and permit childbirth out of marriage. So, we can see two different lines: preservation of family values from one side, and forming liberal position from another side. Analysis of regression models presents, that emotionally-regulative characteristics, such as spontaneous aggressiveness, irritability and steadiness, are predictors of rejection of family values. Aggressive and unstable teenager forms negative attitude to family values. Nevertheless, more irritable teenagers have more positive attitude to this values, than others do. Perhaps, youngsters would like to feel themselves more comfortable in their own future family, than with parents.
In modern Russia, the discourse on the value of family and family life in the system of life values of Russians, the role of family in the formation of personality and upbringing of children is relevant. The strategy of forming the desired family model becomes an integral part of the family and demographic policy. The article presents the results of a sample study in the framework of the project "development of the methodology of statistical evaluation of demographic security in the context of globalization", conducted in 2016. The survey data demonstrate the mosaic of views of Russians on the desired family model and suggest that among Russians do not find many supporters of the position that characterize the traditional family with clearly established Patriarchal family roles. The use of statistical analysis methods allowed to identify groups of characteristics that reflect traditional and modern family values. There are different views of the family life model in society and effective family policy should take this diversity into account.
This book offers a comparative analysis of value and identity changes in several post-Communist countries. In light of the tremendous economic, social and political changes in former communist states, the authors compare the values, attitudes and identities of different generations and cultural groups. Based on extensive empirical data, using quantitative and qualitative methods to study complex social identities, this book examines how intergenerational value and identity changes are linked to socio-economic and political development. Topics include the rise of nationalist sentiments, identity formation of ethnic and religious groups and minorities, youth identity formation and intergenerational value conflicts
Intercultural families are an integral part of modern society, the institution of mutual influence of different cultures, of a person’s identity transformation. The studies of marital adjustment, values, and attitudes consistency in inter-cultural couples provide contradictory results. To resolve contradictions in this area, comparative studies of inter-cultural families of different types are important. The aim of the study is the comparative analysis of life and family values in inter-cultural couples, differing by the ethnic and religious affiliation of spouses. The participants: 69 couples: 20 mono-ethnic Russian, 30 - inter-ethnic, interfaith (Russians / Arabs); 19 – inter-ethnic, with a common religion (Russian / Transcaucasian, Christians). The methods: Value Survey (Schwartz), Marital Role Expectations and Aspirations (Volkova), Marital Satisfaction Test (Stolin et al.), Mann – Whitney U- test, paired T-test. In inter-cultural couples, the spouses’ life values coincidence is significantly less strong than in mono-cultural ones. But in couples with common religion differences in life values reflect not so much the contradictions, but the complementarity of traditional gender values. In general, the different cultures of spouses (both ethnic and religious) optimizes the process of comparing values and family attitudes. Despite a number of difficulties, spouses from inter-cultural couples in general have more consistent ideas about their family life.
The study highlighted the role of family climate and value transmission in the well-being of youth. A positive psychological climate within a family (psychological closeness of youth with their mothers) was a strong predictor of the well-being of Russian youth in Latvia. The results indicated that the absolute value similarity scores of Russian youth with their Russian peers are the highest in all the higher-order values compared to value similarity of Russian youth with their mothers and Latvian peers. The positive relationship between the value similarity of Russian youth with Russian peers and psychological well-being of Russian youth was found only for similarity in self-enhancement values. The latter result is in line with the results of related research that showed that value congruence with the group of peers (this group might be seen as a reference group) contributes to life satisfaction (Khaptsova & Schwartz, 2016; Musiol & Boehnke, 2013). An additional conclusion from this study is that value transmission of ethnic minority youth serves not only as a tool for culture maintenance and well-being but also as a tool for acculturation at the individual, family, and group levels.
The aim of this review is to offer a coherent selection of previous findings related to the pivotal role of teachers at nurturing the moral acquisitions in their students. Four sections are dissecting evidence about teaching efficacy, teaching practice, value transmission and imitative learning. Through these elements, the possibilities of a successful intervention will be discussed and confronted with the unavoidable limitations and controversies.