Associations Between Higher-Order Values Vary with Age, Education, and Income
Since 1987, a multitude of studies referring to the Schwartz (1992) structural model of human values have been published. Although most studies support this conceptual approach, few were based on representative samples. The implementation of the biennial European Social Survey (ESS) in 2002, made responses from 71 representative national samples from 32 countries to a 21-item version of the Portrait Values Questionnaire available for assessing this model of human values. We present structural analyses of these data using a theory-based approach to multidimensional scaling (Bilsky, Gollan & Döring, 2008) that can be applied to optimally assess the fit of data to diverse theories. The analyses support the circular structure of basic values across countries and within countries across time. They also replicate two findings based on other samples, surveys, and methods of analysis (Fontaine et al., 2008): Deviations from the structure are fewer and the contrast between protection and growth values is sharper in more developed societies
The results of cross-cultural research of implicit theories of innovativeness among students and teachers, representatives of three ethnocultural groups: Russians, the people of the North Caucasus (Chechens and Ingushs) and Tuvinians (N=804) are presented. Intergroup differences in implicit theories of innovativeness are revealed: the ‘individual’ theories of innovativeness prevail among Russians and among the students, the ‘social’ theories of innovativeness are more expressed among respondents from the North Caucasus, Tuva and among the teachers. Using the structural equations modeling the universal model of values impact on implicit theories of innovativeness and attitudes towards innovations is constructed. Values of the Openness to changes and individual theories of innovativeness promote the positive relation to innovations. Results of research have shown that implicit theories of innovativeness differ in different cultures, and values make different impact on the attitudes towards innovations and innovative experience in different cultures.
Contents foreword Research on values Chapter 1: Introduction and explanation of the term 'values' Chapter 2: The theory of human values according to Shalom H. Schwartz and its relevance for the study of the development of values in childhood and adolescence Chapter 3: Values and Behaviors The research of value development Chapter 4: How to research values in childhood? A question of diagnostics Chapter 5: How do values evolve? Research designs and results from selected subject areas Chapter 6: Values in the family - conveying values through parenting goals and values Chapter 7: Values development and change of values in children - wishes for research Educational approaches to value formation Chapter 8: Storytelling - Goals and content of a school value building project Chapter 9: Experiencing values - an example of conveying values through experiential project work in the fields of theater and outdoor
Using the cross-country ESS (2008) data file, the author explores welfare attitudes of population of European countries. The paper argues that expectations associated with the social policy and willingness to accept higher taxation in order to receive more benefits as well as the gap between these two depend on institutional characteristics of the countries. Poor institutions feed corruption and fiscal illusion, therefore generating misperceptions and free rider behavior.
Students' internet usage attracts the attention of many researchers in different countries. Differences in internet penetration in diverse countries lead us to ask about the interaction of medium and culture in this process. In this paper we present an analysis based on a sample of 825 students from 18 Russian universities and discuss findings on particularities of students' ICT usage. On the background of the findings of the study, based on data collected in 2008-2009 year during a project "A сross-cultural study of the new learning culture formation in Germany and Russia", we discuss the problem of plagiarism in Russia, the availability of ICT features in Russian universities and an evaluation of the attractiveness of different categories of ICT usage and gender specifics in the use of ICT.