Features of value orientations of modern adolescents. Formation of value orientations in adolescents Formation of value orientations in adolescents

Tolstikova Victoria

The research project "Value orientations of modern adolescents" was created within the framework of the study of the topic "Spiritual life of society and is a study of those values that are most important for modern adolescents.

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Research project:

Value orientations

modern adolescents

School number 9 ", grade 8

Supervisor:

Chernysheva Natalia Vladimirovna,

History and social studies teacher,

MAOU "Secondary general education

School number 9 "

Ust - Ilimsk

2017 Nov.

Introduction

Chapter 1 Definition of the concepts of "values" and "value orientations"

Chapter 2 Adolescence is an important stage in the formation of values

Chapter 3 Value orientations of the modern adolescent.

Chapter 4 Factors influencing the formation of value

Adolescent orientations

Conclusion

Applications

Used Books

INTRODUCTION

During periods of crisis in the state of society, adolescents are the most socially unstable, morally unprepared and unprotected. Modern adolescents are experiencing an acute crisis in the process of forming their value orientations. First of all, it manifests itself in the absence of basic values in most of them (the meaning of life, the concept of life, spirituality, patriotism, and much more).

Almost all psychologists agree that adolescence is a very special stage in personality development. It is in adolescence that a certain circle of interests begins to be established, which gradually acquires a certain stability. This circle of interests is the psychological basis of the adolescent's value orientations. At this age, there is an increase in interest in issues of worldview, religion, morality, aesthetics. An interest develops in the psychological experiences of other people and in our own.

Based on the foregoing, the goal, objectives, object and subject of research have been determined.

The object of this research: modern adolescent.

Subject of research: value orientations of modern adolescents.

Purpose of the research: to study the value orientations of a modern adolescent.

In accordance with the goal, the following research objectives have been identified:

1. Conduct an analysis of theoretical approaches to the concepts of "values" and "value orientations" of adolescents;

2. prove that adolescence is an important stage in the formation of values;

3. determine the methodology for conducting the research;

4. make an analysis of the results obtained and their generalization;

5. to identify the factors influencing the value orientations of adolescents.

To study this topic, the literature of such authors as Yu.P. Lezhnina, Z.B. Islamova, E.V. Shchedrina, E.R. Akhmedzhanova was studied. and others.

Chapter 1. Theoretical analysis of the concepts of "value" and "value orientations" of the individual

The values of each person are a whole world: complex, dynamic, contradictory. A value is for a person everything that has a certain significance for him, personal or social meaning. Values are ideas, ideals, goals that a person and society strive for. Values are combined into a system that changes with age and life circumstances. The functions of values are varied. They are: a reference point in a person's life; necessary to maintain social order and act as a mechanism of social control.

According to adolescents, values are what is important for a person, what he strives for throughout his life.

The formation of the personal value structure of the individual is the most important factor in the process of socialization, through which a person becomes a full member of society in the entirety of social relationships.

What are value orientations? “Value orientations are essential elements internal structure personalities, enshrined in the life experience of the individual, the totality of his experiences and delimiting the significant, essential for this person from insignificant insignificant.

The concept of value orientations was introduced in the post-war social psychology as an analogue of the philosophical concept of values, but there is no clear distinction between these concepts.

Everyone can have their own value system, and in this value system, values are built in a certain hierarchical relationship. Depending on what specific values are included in the structure of the value orientations of the individual, what is the combination of these values and the degree of their greater or lesser preference over others, and the like, it is possible to determine what goals of life a person's activity is directed towards. An analysis of the content side of the hierarchical structure of value orientations can also show the extent to which the identified value orientations of students correspond to the social standard, how adequate are the goals of education.

Value orientations, being one of the central personality new formations, express a person's conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. The system of value orientations determines the content side of the orientation of the individual and forms the basis of her views on the world, to other people, to oneself, the basis of the worldview, the core of motivation and the "philosophy of life." Value orientations are a way of differentiating objects of reality according to their significance (positive or negative).

Values exist as a multilevel system in which there are higher values - values-goals and secondary - values-means. Personal values form a system of their value orientations, i.e. the system of the most important personality traits. These value orientations determine a certain basis of the consciousness and behavior of the individual, they determine its development and formation.

The system of moral value orientations as an ideal of upbringing is an integrative personal education, expressed in the orientation of the individual towards the idea of humanism, which is revealed through the categories of dignity, responsibility, kindness, respect, sympathy, assistance, and is characterized by the transition from an emotionally positive assessment to a value judgment that stimulates activity person according to its assignment.

Thus, value orientations are a complex socio-psychological phenomenon that characterizes the orientation and content of an individual's activity, which is an integral part of the system of personality relations, which determines the general approach of a person to the world, to himself, giving meaning and direction to personal positions, behavior, and actions. The system of value orientations expresses the internal basis of the relationship of the individual with reality.

Chapter 2. Adolescence - an important stage in the formation of values

The most interesting, from the point of view of the formation of a system of personal value orientations, is adolescence. The boundaries of adolescence roughly coincide with the education of children in grades V - VIII of secondary school and cover ages from 10 to 14 years, but the actual entry into adolescence may not coincide with the transition to grade V and occur a year earlier or later.

The special position of the adolescent period in the development of a child is reflected in its names: "transitional", "turning point", "difficult", "critical". They record the complexity and importance of the developmental processes occurring at this age associated with the transition from one era of life to another. The transition from childhood to adulthood is the main content and specific difference between all aspects of development during this period - physical, mental, moral, social.

In all directions, the formation of qualitatively new formations is taking place, elements of adulthood appear as a result of the restructuring of the organism, self-awareness, relations with adults and comrades, methods of social interaction with them, interests, cognitive and educational activities, the content of moral and ethical norms that mediate behavior, activities and relationships ...

Let us consider in more detail some of the main characteristics of adolescence in order to understand the mechanism of the formation of value orientations in this age period.

The first general pattern and acute problem of adolescence, as we have already noted, is the restructuring of relations with parents, the transition from child dependence to relations based on mutual respect and equality. Adolescence is called transitional age. The psychological state of adolescence is associated with two "turning points" of this age: psychophysiological - puberty, and everything connected with it, and social - the end of childhood, entry into the world of adults.

The first of these points is associated with internal hormonal and physiological changes, entailing bodily changes, unconscious libido, as well as emotionally sensitive changes.

The second moment - the end of childhood and the transition to the world of adults is associated with the development of critical reflective thinking in a rational form into the consciousness of a teenager. This is the defining state of a teenager in the psyche. It also creates the main, leading contradiction in the life of a teenager.

Reasonable, i.e. formal rigid logic dominates the mind of a teenager. Exactly so: it is not he who owns this logic, but it arises in his mind as a kind of coercive force. It requires an unambiguous answer and assessment to any question: true or false, yes or no. And this creates in the mind of a teenager a certain tendency towards maximalism, makes him sacrifice friendship, becomes antagonistic relations with close people, since the diversity and contradictions of reality and human relations do not fit into the framework of rational logic, and he is ready to reject everything that does not correspond to this logic , since it is she who is the dominant force in his consciousness, the criterion of his judgments and evaluations.

But, being equal by the type of logic of thinking to an adult, by life experience and the content of consciousness, a teenager is still a child. Protesting against the lies, hypocrisy and domination of the adult world over him, he at the same time needs warmth, affection, understanding, approval, forgiveness of adults. In rejecting authority, a teenager needs authority — an adult he can fully trust. There is a tendency to isolate both from the world of childhood and from the world of adults to the creation of their own world of peers, internally identical to each other.

The main contradiction of adolescence can be considered the contradiction between the rational form of reflection in the adolescent's consciousness, which has become for him the leading form of a conscious attitude to the world, and the impersonal world of adults, which does not fit into the framework of rationality, and at the same time proclaims the rationality (consciousness) of his being.

The importance of this issue is that almost every adolescent, during adolescence, faces special difficulties and tries to find himself. The transitional age is the shortest period of life, but very important. And it is important to survive it without any special trauma.

The peculiarity and most valuable psychological acquisition of a teenager is the discovery of his inner world; during this period, problems of self-awareness and self-determination arise. In close connection with the search for the meaning of life, there is also the desire to know oneself, one's abilities, opportunities, the search for oneself in relations with others. For the child, the only conscious reality is external world where he projects his fantasy. For a teenager, the external, physical world is only one of the possibilities of subjective experience, the concentration of which is he himself. Having acquired the ability to immerse himself in himself and enjoy his experiences, a teenager opens up a whole world of new feelings, he begins to perceive and comprehend his emotions no longer as derivatives of some external events, but as a state of his own “I”.

The discovery of your inner world is a very important, joyful and exciting event, but it also causes many disturbing and dramatic experiences. Along with the consciousness of one's uniqueness, originality, dissimilarity to others comes a feeling of loneliness. The adolescent self is still vague, it is often experienced as a vague anxiety or a feeling of inner emptiness that needs to be filled with something. Hence - the need for communication grows and at the same time the selectivity of communication increases, the need for solitude. Awareness of one's own peculiarity, dissimilarity from others causes a feeling of loneliness, which is very characteristic of early adolescence, or the fear of loneliness.

Thus, the formation of a system of personal value orientations is the subject of close attention and multifaceted study for various researchers. The study of such issues acquires particular importance in adolescence, since it is with this period of ontogenesis that the level of development of value orientations is associated, which ensures their functioning as a special system that has a decisive impact on the orientation of the personality, its active social position.

Chapter 3. Value orientations of the modern adolescent

There are a large number of classifications and approaches to the study of value orientations. It can be argued that the definition of value orientations begins with an attempt to correlate them with other concepts. Nevertheless, in each theoretical approach, one can observe a certain, fixed set of values, which is structured by the individual's preference for each of them.

To identify the most important values for adolescents, I used the methodology of the sociologist Milton Rokeach. The methodology developed by him is based on direct ranking of the list of values. M. Rokeach distinguishes between two classes of values:

Terminal - the belief that the ultimate goal of individual existence is worth striving for. The stimulus material is presented by a set of 18 values.
Instrumental - the belief that a certain course of action or personality trait is preferable in any situation. The incentive material is also represented by a set of 18 values.

This division corresponds to the traditional division into values - goals and values - means.

Among students in grades V-VIII, testing was carried out, in which about one hundred and fifty adolescents participated.

After processing the testing data, the values were grouped into meaningful blocks on different grounds.

The test results revealed the following patterns in the development of terminal values: the values of personal life (love, health, friends, happy family life). According to the guys, it is these values that are the foundation of their future life.

To find out why these values are the main ones for the guys, we conducted an interview. Here's what the teenagers responded:

- "Love brings calmness and harmony."

“My whole life depends on my health. Only a healthy person can truly live and enjoy life. "

- "Friends are those people whom you can always trust, tell about the most intimate."

The values of self-realization (active active life, self-confidence, development, cognition, creativity) are also important for adolescents. That is, this indicates that already nowadays adolescents set themselves meaningful goals. Self-realization of a teenager is a conscious and subjectively significant process of revealing by a person his abilities and capabilities in activities and relationships. Self-realization of a teenager as a process presupposes: identification of oneself with others; openness to experience and its acceptance; diverse perception by the subject of sensually - given situations; the creative nature of the activity.

According to the guys themselves, self-realization helps a person to be self-confident, to overcome any difficulties.

The values of professional self-realization (interesting work, public recognition) are of great importance for children. Already among some sixth-graders, but more often among seventh- and eighth-graders, independent activity takes on the character of self-education in a completely definite direction and with a clear goal - to master the content that is necessary for one's own activity in the future.

Less important for adolescents are values such as the happiness of others, the beauty of nature and the arts. In adolescence, children still do not realize that sometimes making another person happy is even more important than their own well-being. This understanding comes much later.

Instrumental values can also be categorized into different groups. The most important values for adolescents are self-affirmation values: independence, responsibility, rationalism, self-control. Every person is characterized by the need to be affirmed in the activity that he performs, the desire to achieve success in his own eyes and in the opinion of others. This is especially characteristic of a teenager, with his rapidly developing self-awareness, heightened sense of his own dignity.

The next, in importance, are the values of the case (diligence, efficiency in business, open-mindedness, education). Already in adolescence, perseverance, will, patience are developed. The main task of adults is to teach children to work festively in an ordinary everyday environment, to treat any work with respect, to be able to do any work, to see the need for labor operations, affairs, professions that are unattractive at first glance.
And, of course, individualistic values are significant for the children: honesty, cheerfulness, accuracy, sensitivity.
Individualism is a moral trait that means meeting personal needs without harming others. Moreover, such a person is often quite proactive and succeeds under favorable conditions.

Thus, taking the Milton Rokeach methodology as a basis, I found out that among the terminal values, the most important are the values of personal life and self-realization. Among the instrumental values, the most significant for adolescents are the values of self-affirmation and the value of the cause.

Chapter 4. Factors influencing the formation of value orientations of adolescents

For this study, it was important to identify the factors that affect the development of value orientations in adolescents. Among students in grades V - VIII, a survey was conducted, in which about one hundred and fifty students participated.

According to the results of the survey, it turned out that the family is in the first place. The family is a unique institution of socialization, since it cannot be replaced by any other social group. It is in the family that the first adaptation period of a person's social life takes place. Subjective value judgments are formed, determined by significant relationships, character is formed, norms are assimilated, social qualities develop.

The most important thing for a teenager is the confidence that he is loved by his parents, that adults see in him advantages, and not just disadvantages. It must be remembered that only the love of loved ones will help a growing up child overcome the painful transition period of adolescence, when a teenager becomes uncontrollable.

In second place, according to the results of the survey, you can put the school. Studying takes a big place in the life of a teenager. Since he spends most of his time at school, it is correct to assume that conditions are created within the walls of the school for the development of his personality. The positive thing here is the adolescent's readiness for those types of educational activities that make him more adult in his own eyes. This willingness can be one of the motivations for learning. They become attractive to a teenager independent forms classes. He is impressed by this and it is easier for him to master the methods of action when the teacher only helps him.

Of course, interest in a subject has a lot to do with the quality of teaching. The presentation of the material by the teacher is of great importance, the ability to explain the material in an engaging and intelligible way, which activates interest, enhances the motivation of learning. Gradually, based on the cognitive need, stable cognitive interests are formed, leading to positive attitude, generally. At this age, new motives for learning arise associated with the awareness of life prospects, their place in the future, professional intentions, and the ideal. Knowledge is the value that provides a teenager with an expansion of his own consciousness and a significant place among his peers.

School education, along with the cognitive function (transferring to the child a system of scientific knowledge about the surrounding reality, as well as equipping him with the methods of scientific cognition), must realize a psychological function (the formation of the subjective world of the individual). With regard to the tasks of intellectual education, this means that the purpose of the educational process is not just the assimilation of the school course, but the enrichment of the student's intellect.

The teacher plays an important role in the formation of personality. He is the organizer of the life and activities of students. Selecting the content, forms of organization of educational and extracurricular activities for specific grades, the teacher needs to achieve the goal of education. Organizing students both in the educational and in the extracurricular process, the teacher constantly interacts with them, the teacher's communication with the students, in which he acts not only as a carrier of a social function, but also as a specific person - component teaching activities... Through communication, the teacher receives especially important information about the personality of the student. This allows not only to capture the bright and most pronounced outward manifestations personality, but also small, seemingly insignificant facts. But they can be symptoms of the manifestation of important internal processes, very essential for understanding the personality.

Thus, the school is one of the driving forces development of the child's personality, which is carried out through the process of education and upbringing.

Self-development also has a significant impact on the formation of value orientations. According to adolescents, self-development helps to establish itself in society, make all dreams come true, consciously overcome obstacles and force yourself to do what you don't want to do. Most students in grades VII-VIII are already engaged in self-development, but not all of them have a systematic and planned character. However, it is fundamentally important that it appeared. The most important new moment in the development of personality in adolescence is that he himself becomes the subject of the adolescent's activity: in one he restrains himself, the other breaks, the third creates anew. He begins to influence himself, to create himself, focusing on certain patterns and specific personally significant goals and objectives related to needs today and with the future. Through self-development and self-education, a teenager expands the possibilities of his development, prepares himself for the future. Although he is very absorbed in the present, at the same time he is directed towards the future. The emergence of such an aspiration and activity aimed at changing oneself in order to acquire new qualities is specific for the adolescent period and means a transition to a qualitatively new stage in personality development. This is a process of conscious development, controlled by the personality itself, in which, for the subjective purposes and interests of the personality itself, its qualities and abilities are purposefully formed and developed. Students must believe that their success depends on to a greater extent from effort, and not just from their natural abilities. They need to take more responsibility for their own learning. They themselves will be able to comprehend the meaning of the recognizable with the help of the ability to think, ask questions on the merits, catch relationships, identify patterns, solve problems, accept correct decisions, understand and appreciate diversity, work with others, take risks and manage situations. The emphasis will be placed not on memorizing facts, but on the ability to think critically and creatively.

Throughout our lives, we have to make many different decisions, for example, regarding education, choice of friends, family and personal problems. A person begins to learn this from early childhood, and in adolescence he tries to solve his problems himself. But often from lack of experience, he fails or makes a mistake that is difficult to correct later. Teens tend to focus on the immediate results of their decisions, while parents pay more attention to their consequences in the future. As long as most of the actions concern only the teenager himself and do not affect the people around him, it is easier for him to cope with problems. A teenager can already assess the situation himself, make decisions, take into account the consequences, understand his responsibility to himself and other people, evaluate his actions for his own self-education, which helps him to continue to get out of difficult situations with honor. This he is constantly learning.

Also, in the formation of value orientations there is a place for the role of means mass media: By receiving a large amount of information, adolescents not only expand their cognitive capabilities, but also increase their creativity.

Thus, the survey data showed that many factors influence the formation of adolescents' value orientations. According to the adolescents themselves greatest influence family, school, self-development, and mass media have a bearing on the formation of their value orientations.

CONCLUSION

Value orientations are the most important elements of the internal structure of the personality, fixed by the life experience of the individual, by the entire totality of his experiences. They delimit the essential and important for a given person from the nonessential. Because of this, value orientations are an important factor that determines the motivation of the actions and deeds of the individual. Value orientations are an internal component of a person's self-awareness, which affects the motives, interests, attitudes, and needs of the individual.

Awareness of what is a value is one of the most important and decisive factors that determine the development of a personality.

The problem of the formation of value orientations is of particular relevance in adolescence. For the first time, a teenager develops an interest in his inner peace, which manifests itself in self-deepening and reflection on one's own experiences, thoughts, the crisis of the former, childish attitude to oneself and to the world, negativism, uncertainty, the collapse of authorities. In adolescence, the transition from consciousness to self-awareness is carried out, the personality "crystallizes".

Taking Milton Rokeach's methodology as a basis, I found out that among the terminal values, the most important are the values of personal life and self-realization. Among the instrumental values, the most significant for adolescents are the values of self-affirmation and the value of the cause. The main factors influencing the formation of value orientations are family, school, self-development, and the media.

APPENDIX No. 1

VALUE ORIENTATION METHOD (M. Rokich)

List A (terminal values): (put numbers in order of importance)

1 - active active life (fullness and emotional richness of life);

2 – life wisdom (maturity of judgment and common sense, achieved by life experience);

3– health (physical and mental);

4– interesting work;

5 - the beauty of nature and art (experience of beauty in nature and in art); 6 - love (spiritual and physical closeness with a loved one);

7 - materially secure life (no material difficulties);

8 - having good and loyal friends;

9 - public recognition (respect for others, team, workmates);

10 - cognition (the possibility of expanding your education, horizons, general culture, intellectual development);

11 - a productive life (the fullest use of one's capabilities, strengths and abilities);

12– development (work on oneself, constant physical and spiritual improvement);

13 - entertainment (pleasant, easy pastime, no responsibilities);

14 - freedom (independence, independence in judgments and actions);

15 - happy family life;

16 - the happiness of others (well-being, development and improvement of other people, the entire nation, humanity as a whole);

17– creativity (the possibility of creative activity);

18 - self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

1– neatness (cleanliness), the ability to keep things in order, order in affairs;

2– good manners (good manners);

3 - high demands (high demands on life and high aspirations);

4– cheerfulness (sense of humor);

5 - diligence (discipline);

6– independence (the ability to act independently, decisively);

7 - intransigence to shortcomings in oneself and others;

8– education (breadth of knowledge, high general culture);

9– responsibility (a sense of duty, the ability to keep your word);

10– rationalism (the ability to think sensibly and logically, to make deliberate, rational decisions);

11 - self-control (restraint, self-discipline);

12 - courage in defending one's opinion, views;

13 - strong will (the ability to insist on one's own, not to retreat in front of difficulties);

14 - tolerance (to the views and opinions of others, the ability to forgive others for their mistakes and delusions);

15 - breadth of views (the ability to understand someone else's point of view, respect other tastes, customs, habits);

16 - honesty (truthfulness, sincerity);

17– efficiency in business (hard work, productivity at work); 18 - sensitivity (caring).

Appendix No. 2

Terminal values of adolescents. Testing.

Assets

naya deed

body

naya life

Life

nnaya mud

growth

Good

rovier

Inte

cool work

Kra

honeycomb at

childbirth

Liu

bob

Obes

liver

naya life

having good and loyal friends

Society

military recognition

nie

Pozna

nie

About

ductive

naya life

Develop

tie

Raz

Leche

niya

its

baud

Happy

casting families

naya life;

Nav

stee dru

gih

Tvor

Honor

Uwe

Ren

ness in oneself

5 a

results

1 health

2.Happy family life

3. Love

4. Having good and loyal friends

5 knowledge

6. Development

7. Self-confidence

8 creativity

9. Active active life

10. Public acceptance

11. Interesting work

12 a secure life

13. Productive life

14. Life wisdom

15. Entertainment

16 beauty of nature

17. Freedom

18 The Happiness of Others

Instrumental values of adolescents

Akkura

rivalry

Brought up

ness

High

requests

Life

Joy

ness

Execute

strength

independent

bridge

Reject

Roarness

Knedostat

cam

Obrazo

bath

Responsible

veracity

Of the diet

lism

Itself

control

Sme

loyalty

Tver

Yes I

will

Be patient

bridge

The breadth of views

honesty

The effect. V

affairs

sensitivity

5 a

results

1.Independence

2.Liability

3.Self control

4 rationalism

5. Diligence

6 the breadth of views

7.Efficiency in business

8. Breadth of views

9. Accuracy

10 sensitivity

11. Strong will

12.Education

13. Honesty.

14. Good manners

15. Courage in Defending Your Opinion

16.High queries

17 tolerance

18. Intransigence to the shortcomings of others

Appendix No. 3

Questions for questionnaires and interviews

1.What are values?

2. What values are of great importance to you and why?

3. What influences the formation of your value orientations the most?

Bibliography

Akhmedzhanov E.R. " Psychological tests", M .:" List ", 1996
Volkov B.S. " Age-related psychology", M .:" Vlados ", 2005.
Islamova Z.B. "Self-affirmation of adolescents in the process of education and training"
Krylova A.A. "Psychology", M., 2008
Lezhnina Yu.P. "Family in value orientations", magazine "Sotsis" No. 12, 2009.
Obukhova L.F. "Developmental Psychology", Moscow, 2004.
E.V. Shchedrina "Questions psychologists", journal "Pedagogy". 2009 r.
Platonov Yu.P. "Social psychology of behavior" St. Petersburg: "Peter", 2006

Internet resources

http://www.sunhome.ru/psychology/11736
http://www.psy-files.ru/ 2006/11/21 / metodika_cennostnye_orientacii_m_rokicha.html
http://festival.1september.ru/articles/502850/
http://planetadisser.com/see/dis_217378.html

annotation

to the work "Value orientations of modern adolescents"

The study of the system of value orientations of adolescents seems to be a particularly urgent problem in a situation of serious social changes, when many values are destroyed and disappear. social structures norm.

Target research work- the study of the value orientations of the modern adolescent. In accordance with the goal, the following research objectives have been identified:

- to analyze the theoretical approaches to the concepts of "values" and "value orientations" of adolescents;

- prove that adolescence is an important stage in the formation of values;

- to determine the methodology for conducting the research;

- make an analysis of the results obtained and their generalization;

- to identify the factors influencing the value orientations of adolescents.

The tasks were solved using a combination of the following methods:

- analysis of educational and scientific literature on the research topic;

- method of systematization theoretical material;

-testing method

- method of questioning

The object of the research is the modern teenager. Subject of research: value orientations of modern adolescents.

In the process of working on this topic, the author analyzed various sources, found out the definition of such concepts as "values" and "value orientations. With the help of testing according to the Milton Rokeach method and questioning adolescents, the author of the work found out which values are priority for modern adolescents, own methodology for ranking values, found out what factors influence the formation of value orientations of adolescents.

Introduction

3. The system of value orientations of adolescents

3.1 Intellectual and educational values

3.2 Moral and cultural values

3.3 Political values

3.4 Family values

Conclusion

List of used literature

Introduction

The system of value orientations, being a psychological characteristic of a mature personality, is one of the central personality formations, expresses the meaningful attitude of a person to social reality and, in this capacity, determines the motivation of his behavior, has a significant impact on all aspects of his activity. As an element of the personality structure, value orientations characterize the internal readiness to perform certain activities to satisfy needs and interests, indicate the direction of her behavior.

The problem of the formation of value orientations is devoted to the works of the classics of foreign and domestic science, who in their theories rely on the concept of personality, since value orientations are closely connected with it, as well as with the study of human behavior and motives. In the writings of T.N. Malkovskaya, Z.I. Ravkina, V.V. Serikov et al., The essence of moral values and value orientations, their place in the structure of personality are considered.

Contemporary psychologists, philosophers and sociologists N.S. Rozov, B. Schleder and others also address the problem of the formation and development of personal value orientations, considering them as a component of the personality structure, characterizing the orientation and content of the individual's activity, determining the general approach of a person to the world, to himself, giving meaning and direction to personal positions, behavior, actions.

The problem of the formation and development of value orientations in adolescents is relevant today. Relevance This topic is due to socio-economic transformations, the reform of the education system, on the one hand, and an increase in the number of crimes among adolescents who consume alcoholic beverages, and the deformation of values in the adolescent environment, on the other.

Object studies are the value orientations of modern adolescents. Thing- the formation and development of various types of value orientations.

Objective- to identify the essence and content of the features of value orientations in adolescence. To achieve this goal, it is necessary to solve the following tasks:

To study the concept of "value orientations" in the historical aspect;

Study the process of forming value orientations;

Determine the system of value orientations and its main elements;

Explore the types of value orientations.

1. Definition of the concept of "value orientations" in the historical aspect

Value - an idea of what is sacred for a person, a team, society as a whole, their beliefs and ideas, expressed in behavior. In a narrow sense, value refers to the requirements, norms that act as a regulator and goal of human relations and activities. We can say that the level of cultural development of a society, the degree of its civilization, depends on values.

The concept of value is closely related to the concept of "value orientation", which was first used in American sociology, in particular, by T. Parsons. Value orientation is an individual and group ranking of values, in which some are given more importance than others, which influences the choice of the goals of the activity and the means of achieving them. Value orientations are the most important element of a person's consciousness, they reflect moral, aesthetic, legal, political, environmental, economic, worldview knowledge, ideas and beliefs.

The importance of values in the life of the individual and society was realized by ancient philosophers. Attempts were made to formulate questions concerning the sphere of human value orientations: is there a higher happiness? What is the meaning of human life? What is Truth? What to love and what to hate? What is beauty? Philosophers noted the contradictory nature of value: beautiful things can provoke a person to a crime; beautiful words - to hide unseemly intentions, and beautiful appearance - spiritual ugliness.

The category "value orientation" is the focus in which the points of view of the branches of scientific knowledge on the individual converge. All the basic concepts that have been developed in philosophy, sociology, social psychology, and pedagogy are associated with it.

Value orientations are the most important component of personality consciousness, significantly affecting perception environment, attitude towards society, social group, on the idea of a person about himself. As an element of the personality structure, they reflect her internal readiness to act to meet needs and goals, give direction to her behavior in all spheres of activity.

The specificity of value orientations is that this category is most closely related to the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value concepts that express the subjective attitude of the individual to the objective conditions of life, actually determine the actions and actions of a person, manifest and reveal themselves in practical behavior... Value orientations are the pivotal, basic characteristic of a person, a social property of a person.

The ancient Greek philosopher Heraclitus considered the whole world to be the main value, which he regarded as a living organism. He considered man to be the measure of all things. According to Heraclitus, only God stands above him. Democritus regarded a wise man as the highest value. Socrates defined such ethical concepts as "justice", "valor", "happiness", "virtue". A person does not achieve happiness, not because he does not want it, but because he does not know what it is. The thesis "No one makes mistakes voluntarily" emphasizes the value of knowledge, which makes it possible to distinguish between real good and what is not. Aristotle believed that in addition to material goods, there are those that are outside the body and soul - honor, wealth, power. However, he considered spiritual good to be "the highest."

Most modern authors define value orientations as a person's attitude towards certain social values, conditioned by the social nature of a person's existence. They are more mobile, changeable, and are under the direct influence of people. Among them are values of universal human significance (production, social relations, labor, discipline, education, morality, etc.). They appear as the living conditions of people, the ways of their action, which must be transmitted, consolidated and assimilated by subsequent generations.

The philosopher A.N. Maksimov believes that value is the primary form of the object of reality, in which it appears before consciousness through the value attitude of a person to this object. He is convinced that "a meeting with any subject immediately presupposes the inclusion of an assessment mechanism, a value attitude."

P.I. Smirnov asserts that "any material or ideal phenomenon that is significant for a person, for whom he acts, spends energy, for the sake of which he lives, is considered a value." The scientist emphasizes that a person realizes his potential only on the basis of value orientations and the object remains the same - the behavior of the person, and through it - life itself.

In value orientations, the level of personality claims, ideas about moral values, willingness or unwillingness to act in accordance with moral norms and rules. Value orientations are a self-regulating mechanism of personality behavior.

There is a definition of value orientations as a system. The value orientations of today's rising generation are the value system of a historical subject who finds himself in a “turn of time”. Value orientations are a system of personal value attitudes not to individual objects and phenomena, but to their totality, which determines the orientation of the individual towards certain types of social values. In modern conditions, the process of forming the value orientations of the younger generation is taking place against the background of the reform of society itself. These changes lead not only to a change in the system of economic relations, but also in the most direct way affect the spiritual climate, interpersonal ties and relationships.

2. Formation of value orientations in adolescents

Problems related to human values are among the most important for the sciences dealing with the study of man and society. This is due, first of all, to the fact that values act as an integrative basis both for an individual individual and for any social group, nation and all mankind as a whole.

Value orientations are the most important component of a person's consciousness, significantly influencing the perception of the environment, attitude towards society, a social group, and a person's ideas about himself. As an element of the personality structure, they reflect her internal readiness to act to meet needs and goals, give direction to her behavior in all spheres of activity. The specificity of value orientations is that this category is most closely related to the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value concepts that express the subjective attitude of the individual to the objective conditions of life, actually determine the actions and actions of a person, manifest and reveal themselves in practical behavior. Value orientations are the pivotal, basic characteristic of a person, a social property of a person.

Adolescence is a period of transition from childhood to adulthood, awareness of oneself as an adult personality, the emergence of the desire to be and be considered an adult, the reorientation of values characteristic of children towards the values of the adult world.

The emergence of a sense of adulthood as a specific neoplasm of self-awareness is the structural center of the adolescent's personality, that quality that reflects a new life position in relation to oneself, people and the world as a whole. It is it that determines the direction and content of the adolescent's activity, his new aspirations, desires, experiences and affective reactions. Fundamental changes in the structure of the personality of a teenager determine his special sensitivity to the assimilation of norms, values and ways of behavior inherent in the world of adults. The desire to be independent is growing, due to the entire course of mental development.

Adolescence is a very important period in the development of personality ideals. Ideals become role models, the rule by which adolescents try to act.

V.S. Savina notes that the process of forming a person's own identity is based on personal self-determination, which has a value-semantic nature. The formation of identity, especially intensively taking place in adolescence, is impossible without changing the systemic social ties, in relation to which a growing person must develop certain positions.

Adolescence is characterized as a period of active formation of a system of views on the surrounding reality, views on oneself and other people, acceptance of oneself in a multifaceted world, which constitutes the worldview structure of a person. An especially strong influence on the development of a teenager's personality is exerted by the improvement of his self-esteem and self-awareness, where self-esteem is the central link in the changes taking place in his mental development, and communication becomes the leading activity. At this age, the formation of "I-concept" takes place, awareness of oneself as an individuality, an appeal to one's inner world. Teenagers are quite sensitive and emotional about their environment.

As he grows up, the child enters a society that has its own unique value-orientational structure, which reflects the originality of the culture in which he lives, and learns the norms and rules, goes through his own individual path of socialization. All changes occurring at this age have a direct impact on the formation of value-semantic orientations and self-determination of the adolescent.

The presence of values and meanings pushes the individual to answer the questions "why?", "For what?", "For what?" he should strive, choosing for himself this or that type of activity, whether he is able to limit himself in something, to sacrifice something, to compromise. Value-semantic orientations represent for the individual her individual choice, her path of activity. A person exists and communicates in society, is a part of it, therefore society should not stand aside when a person chooses his own path, not imposing his will, but accepting the position of a consultant, assistant. Especially important is this position of the closest environment and the macroenvironment in relation to the adolescent, to the personality at the stage of its formation, development, formation, which is at the stage of self-determination.

The value-semantic sphere is a system-forming factor of the unit of psychological analysis. The process of an individual's regulation of his life is enclosed within the framework of certain restrictions and goes through the formation of motives, meanings and values, which in their unity perform determinative and regulatory functions. The difference is observed only in the predominance of one or another source of personal activity. In the systemic and structural organization of the value-semantic sphere and regulation, differentiation and integration prevail, the psychological integrity of which ensures the performance of certain regulatory functions, which is precisely the psychological mechanism for changing the value-semantic sphere.

The formation of the value structure in adolescence is determined by the specific developmental situation characteristic of this period.

In adolescence, a stable circle of interests begins to form, which is the psychological basis of the value orientations of adolescents. There is a switching of interests from the particular and the concrete to the abstract and general, there is an increase in interest in the issue of worldview, religion, morality and ethics. An interest in one's own experiences and the experiences of other people develops. Most often, this is a period of transition from childhood to adulthood and the associated need for self-determination and choice of a life path after graduation is complicated by the fact that for high school students the problem of the formation of self-awareness (the central neoplasm of adolescence) remains relevant.

In adolescence, in the process of communicating with others, a person constantly finds himself in situations that require him to make one or another decision. Making a decision means choosing from possible options. There is a need to consider and evaluate possible alternatives - mainly in the field of determining their value orientations, their life positions. However, the values have not yet been established and are tested by the practice of their own behavior and the actions of others.

The social formation of a person takes place throughout life and in different social groups. Family, Kindergarten, a school class, a student group, a work collective, a company of peers - all these are social groups that make up the immediate environment of an individual and act as carriers of various norms and values. Such groups that define the system of external regulation of the individual's behavior are called institutions of socialization.

The family is a unique institution of socialization, since it cannot be replaced by any other social group. It is in the family that the first adaptation period of a person's social life takes place. Until the age of 6-7 years for a child, the main thing is the social environment, which is formed by his habits, the foundations of social relations, a system of meanings. During this period, the system of the child's relationship to himself, to others (attitude to loved ones and to people in general), various types of actions is determined. It is in the family that children acquire the first skills of interaction, master the first social roles, and comprehend the first norms and values. Subjective value judgments are formed, determined by significant relationships, character is formed, norms are assimilated, social qualities develop. In all cases of improper upbringing, social adaptation is impaired. On the other hand, the positive influence of the family contributes to the successful socialization and social adaptation of the individual, not only in childhood, but also throughout life. The positions that the child's parents form in the system of social relations determine in the future the lifestyle and life plan, which E. Bern called a life scenario.

The family-specific intimate nature of interpersonal communication contributes to the formation of a complex of moral feelings and experiences. The special role of the family in upbringing is also determined by the fact that its influence on the child begins from early childhood, when he is most susceptible. Thanks to this, family education has a long-term “consequence”: positive or negative personality traits formed by the family affect the selection of subsequent educational influences at school. What is instilled in a person in childhood, one way or another, affects throughout his life. "The family not only educates itself, but also" fertilizes "or, conversely, depletes the soil for subsequent social education." The most stable are personal qualities associated with the development of the emotional sphere and relationships with other people. Forming from childhood, using the example of relationships to the parental family, they persist in a person for many years and are manifested in interpersonal contacts with people in various spheres of life, and especially in relationships with members of the family created by him.

The family is the most important factor in the socialization of the individual and one of the factors in the formation of the adolescent's value orientations.

In adolescence, in the process of communicating with others, the child constantly finds himself in situations that require him to make one or another decision. Making a decision means choosing from possible options. There is a need to consider and evaluate possible alternatives - mainly in the field of determining their value orientations, their life positions. However, during this period, the adolescent's values have not yet been settled and are tested by the practice of his own behavior and the actions of others. ...

In the formation of many civic and personal qualities in adolescents, the social environment plays an important role. At the same time, the family microclimate can provide invaluable assistance in the timely achievement of this goal. The priority in the formation of many personality traits belongs to the family environment.

Regardless of any modification, the family is a source of accumulation and stabilization of the physical and spiritual forces of a person; in it, each member of this small group satisfies his vital interests and needs, regardless of age.

During puberty, adolescents pay more and more attention to their appearance. They observe changes in their bodies and fluctuations in their experiences with a mixed sense of curiosity, interest, and sometimes fear.

As they try to integrate these new images and feelings into the emerging sex role, they seek role models for themselves among family members, friends, classmates, and people known through the media.

Two aspects of adolescents' assimilation of values can be rightfully distinguished: procedural and substantive.

The content component is realized through the development of knowledge about values, norms of behavior, the ability to sympathy and empathy, the awareness of the need for certain behavior in accordance with the values, the willingness to act in accordance with the existing knowledge and has a number of features (instability, insufficiency) due to the age characteristics of adolescence.

The procedural aspect includes the stages of mastering moral values by adolescents: from cognition of the semantic content of moral norms and values to implementation in behavior.

Each of these stages depends on the personal significance of the moral value for the adolescent, knowledge of its essence, readiness and ability to implement it in behavior, on the social and pedagogical conditions in which the learning process takes place.

The orientation process presupposes the presence of three interrelated phases that ensure development. The phase of the individual's appropriation of the values of society, as it functions, produces a value attitude towards the world - the "Image of the World", which integrates value relations into the hierarchical system of value orientations of the individual. Conversion phase , based on the assigned values, it ensures the transformation of the “I” image, which develops into the interaction “I - real” - “I - ideal” - “life ideal”. The design phase is the final one; it provides the formation of a person's life perspective as an orientation criterion [27].

To determine the effectiveness of the formation of value orientations, N.N. Ushakova identifies the following criteria:

1. Knowledge of values. The result here is the ability to form value orientations. The concept of values is considered assimilated if the adolescent has completely mastered the content of the concept, its volume, knowledge of its connections, relations with other concepts, as well as the ability to operate the concept in solving practical problems.

2. Differentiation of values - the ability of adolescents to make value choices.

3. The effectiveness of value orientations.

So, the system of value orientations forms the basis of relations to the surrounding world, to other people, to oneself, the basis of the worldview. The family is the most important factor in the socialization of the individual and one of the factors in the formation of the adolescent's value orientations. In early adolescence, the values of children have not yet been settled and are tested by the practice of their own behavior and the actions of others.

Ministry of Education and Science R.F.

Federal Agency for Education

State educational institution of higher professional education

Nizhny Tagil State Social and Pedagogical Academy

Department of Psychology

Course work

Value orientations of adolescents.

Completed by: Efimova O.S.

FLF student, group 31.

Checked by: E. N. Kuznetsova

PhD in Psychology

Nizhny Tagil, 2011

Introduction …………………………………………………………… ... 3

Chapter 1 . Theoretical aspects of the formation of value orientations of adolescents …………………………………………………… 5

Brief description of adolescence ... ... ... ... 5

Approaches in the study of value orientations of adolescents ………………………………………………………………… 14

Formation of personal value orientations ... ... ... .17

Conclusions per chapter ………………………………………………… 23

Chapter 2. Experimental study of the value orientations of adolescents ………………………………………………………………… 25

2.1. Description and justification of research methods …………… .25

2.2. Analysis of the results of experimental research ... ..29

Conclusions ………………………………………………………… ..31

Literature ……………………………………………………… ..33

Introduction

The modern educational situation is characterized by the humanization and humanization of education and upbringing, an orientation towards the development of an integral, diversified personality, capable of self-determination in the variety of prospects that open up in it. One of the integral processes in enhancing the humanization of education is its axiologization - saturation with value-important content components that play a significant role in the formation of the worldview, in the spiritual development of the student. However, the main influence on the formation of personality in adolescence is not so much the content of education itself, but rather the methods and technologies of teaching and upbringing, the nature and style of pedagogical communication. It is also impossible not to take into account the influence of one's own subjectivity, social environment and heredity of the adolescent.

The problem of the development of value orientations is interdisciplinary and has a rich history of development. It was studied by philosophers: N.A. Berdyaev, N.O. Lossky, A.A. Losev, M. Kagan, sociologists: W. Thomas, F. Znamensky, M. Weber, psychologists: A.N. Leontiev, S.L. Rubinstein V.N. Myasishchev and B.G. Ananiev, L. I. Bozhovich and teachers: V. A. Karakovsky, V. A. Slastenin, I. Ya Lerner, I.L. Fedotenko. Despite the significant literary material on the problem, such an aspect as the development of value orientations of adolescents remained outside the field of vision of scientists.

The relevance of the selected problem in the scientific aspect is determined by the need to consider the influence of pedagogical communication with adolescents on the development of an emotional-value attitude to spirituality, human culture and history, to knowledge as such, culture.

Object - teenagers 14 - 15 years old.

The subject of the research is the system of value orientations of adolescents aged 14-15.

Purpose - to study the system of value orientations of adolescents.

On the basis of the analysis of psychological and pedagogical literature, to reveal the theoretical aspects of the value orientations of adolescents.

Conduct an experimental study and analyze the results.

Based on the results of the study, draw a conclusion about the nature of the value orientations of adolescents.

Chapter 1. Theoretical aspects of the formation of value orientations of adolescents.

Brief description of adolescence.

It is customary in psychology to call middle school age adolescent or adolescent. Its boundaries cover ages from 9-11 to 14-15 years. Adolescence is the period of life between childhood and adulthood. However, this simple definition already contains a problem: if the beginning of puberty can be determined with sufficient clarity using biological criteria, then the same cannot be said about its end. Adolescence ends when the individual reaches social and emotional maturity and gains the experience, ability and desire to take on the role of an adult, expressed in a wide range of actions - as it is given by the culture in which he lives.

The age of adolescence, being one of the most difficult periods of human development, largely determines the further development of the subject.

The most important factor in the development of a teenager's personality is his own great social activity, aimed at assimilating certain patterns and values, at building satisfying relationships with adults and peers, and, finally, at himself.

Comparing himself with an adult, a teenager comes to the conclusion that there is no particular difference between him and an adult. He begins to demand from others that he is no longer considered small, he realizes that he also has rights. The central neoplasm of this age is the emergence of the idea of oneself as not a child; a teenager begins to feel like an adult, strives to be and be considered an adult, he rejects his belonging to the world of children, but he still does not have a feeling of true, full-fledged adulthood, but there is a great need for the recognition of his adulthood by others.

The process of formation of neoplasms is stretched over time and can occur unevenly, which is why both children and adults exist in a teenager. In his social situation of development, there are 2 tendencies: 1) inhibiting the development of adulthood (being busy with school studies, the absence of other permanent and socially significant responsibilities, material dependence and parental care, etc.); 2) growing up (acceleration, some independence, a subjective feeling of adulthood, etc.). This creates a huge variety of individual developmental options during adolescence. A teacher can, for example, in the 7th grade find schoolchildren with a childlike appearance and interests, but also almost adult adolescents who have already joined some aspects of adult life (and often flaunt it). In any middle class (V-VIII) there are intellectuals who are engaged in self-education and professionally determined, but there are also those who are not able to independently assimilate even educational material.

Adolescence opens with a crisis, according to which the entire period is often called critical, a turning point. The crisis is associated with numerous qualitative shifts in development, often in the nature of a radical breakdown of the child's previous characteristics, interests and relationships. These shifts occur in a relatively short time, which gives the impression of an unexpected leap, a breakdown. Changes in mental development are often accompanied by the appearance in the adolescent himself of significant subjective difficulties of a different order and difficulties in his upbringing and communication with him. At this time, the teenager does not give in to the disciplinary influences of adults, becomes disobedient, impudent, stubborn, rude. For him, demonstrative protest reactions, negativism, obstinacy are typical. He becomes secretive, withdrawn, distrustful.

In the development of the idea that adolescence is a period of a child's search for his place in society, penetration into the social life of adults, a special role belongs to K. Levin. He was the first to put the problem of adolescence in the context of social psychology: a teenager who left the world of children and did not reach the world of adults finds himself between social groups, restless, which gives rise to a special adolescent subculture.

L.S. Vygotsky, who posed new problems in the study of adolescence - the need to highlight the main neoplasm in the mind of a teenager and to find out the features of the social situation of development. Such a central and age-specific neoplasm is the emerging concept of himself as no longer a child: he begins to feel like an adult, strives to be and be considered an adult. The peculiarity of this feature, called the sense of adulthood, lies in the fact that the adolescent rejects his belonging to children, but there is still no full-fledged adulthood, although there is a need for the recognition of his adulthood by others.

The basis of this feeling of adulthood is both an awareness of physiological changes in one's own body and a subjective experience of social changes (in particular, in relations with parents). L.S. Vygotsky wrote that if at the beginning the phase of development of interests is under the sign of romantic aspirations, then the end of the phase is marked by a realistic and practical choice of one of the most stable interests, mostly directly related to the main life line chosen by the adolescent.

He paid particular attention to the development of thinking in adolescence. The main thing in it is the adolescent's mastery of the process of concept formation, which leads to a higher form of intellectual activity, new ways of behavior. According to L.S. Vygotsky, the function of forming concepts lies at the basis of all intellectual changes at this age.

Important changes are also taking place in the development of imagination. Under the influence of abstract thinking, imagination goes into the sphere of fantasy, which turns into an intimate sphere, hidden from others, which is a form of thinking exclusively for oneself. The teenager hides his fantasies as the most intimate secret and is more willing to admit his misdeeds than to reveal his fantasies.

Changes are also taking place in the organization of memory. The first place is taken by semantic, logical memory. This is the result of the integration of thinking and memory: memory becomes meaningful to a much greater extent than that of junior student... Other types of mnemonic processes undergo mostly quantitative changes during this period.

L.S. Vygotsky also described two more neoplasms of adolescence - the development of reflection and, on its basis, the development of self-awareness. The development of reflection is not limited only to internal changes in the personality itself, in connection with the emergence of self-awareness for a teenager, it becomes possible and immeasurably broader and deeper understanding of other people. The development of self-awareness is like no other side of mental life, as L.S. Vygotsky, depends on the cultural content of the environment.

In the concept of D.B. Elkonin's adolescence is associated with neoplasms arising from the leading activity of the previous period. Learning activity turns from a focus on the world to a focus on oneself.

The developmental features of a teenager are manifested in the following symptoms: 1) difficulties arise again in relations with adults: negativism, stubbornness, indifference to assessing success, leaving school, because the main thing for the child is now happening outside the school; 2) children's companies (looking for a friend, looking for someone who can understand you); 3) the child begins to keep a diary. All this means turning the child to himself. In all the symptoms, the question "Who am I?" Is visible.

Despite the fact that adolescence is traditionally associated with puberty, D.B. Elkonin believes that self-change arises and begins to be realized at first psychologically as a result of the development of educational activity and is only reinforced by physical changes. This makes the turn to yourself even more intimate.

The desire to be an adult evokes resistance from reality. It turns out that the child cannot yet take any place in the system of relations with adults, and he finds his place in the children's community. For adolescence, the dominance of the child community over the adult is characteristic. This is where a new social situation of development takes shape. The ideal form - what the child learns at this age, with which he really interacts - is the area of moral norms on the basis of which social relationships are built. Communication with peers is the leading type of activity at this time. It is here that the norms of social behavior, moral norms are mastered, here relations of equality and respect for each other are established. If a teenager at school cannot find a system of communication that satisfies him, he often leaves school, of course, more often psychologically, although not so rarely and literally.

Learning activity recedes into the background in adolescence, and the center of life shifts to the activity of communication. The main life at school takes place during recess. The relationship with the teacher also changes: the place that the child occupies within the team becomes more important than the teacher's assessment. In communication, the attitude to a person is carried out exactly as to a person, and it is due to this that the social norms of relationships are mastered, self-awareness and self-control are formed.

In adolescence, significant changes occur in a wide variety of areas of the psyche. In particular, important changes concern motivation, in which motives associated with the worldview, with plans for a future life, come to the fore. At this age, most of the moral models are assimilated, the process of self-determination begins.

The description of adolescence as a period of stress, anxiety and conflict has a long history. A similar idea of this age was first encountered by J.-J. Rousseau, then by the German romantics, whose storm and stress was introduced by S. Hall into developmental psychology. For psychoanalysis, puberty is associated with the inevitable resurgence of conflicts in the Oedipus complex; with the onset of adolescence, all problems are activated, reflecting incestuous attraction to the parent of the opposite sex. In order to restore balance and attitude towards parental images, inverted by this departure to the period of the Oedipus complex, the adolescent is forced to abandon identification with his parents in order to assert himself.

School and learning still occupy a large place in the life of a teenager, but socially useful activity takes the position of the leading activity, in which his need for self-determination, self-expression, for the recognition by adults of his activity (participation in sports, creative circles, sections, etc. electives, visiting studios, participating in youth public organizations, etc.). Different authors put different meanings into the concept of socially useful activity. Some believe that this is an activity aimed at meeting the needs of other people, the collective and society as a whole, others believe that any activity performed for the collective, society acquires a socially useful character. Still others think that this is an activity that excludes production goals, but has only educational goals. All this is due to the fact that adolescence is sensitive to the side of activity that concerns relationships with people, the assimilation of norms, rules, models of these relationships.

In adolescence, when a child actively seeks to communicate with peers and adults, is looking for his place in social reality, socially useful activity becomes that zone of proximal development, which includes adolescents in a qualitatively new relationship with society.

At the beginning of adolescence, contradictions are especially likely due to inflexible parental behavior and the adolescent's monstrous claims to his adulthood. The conflicts that arise during this time can become chronic if adults do not change their attitude towards the child. It is curious that studies of the image of adolescents in the parental mind often contain ideas about their own adolescence and are colored romantically. Conflict relationships favor the development of adaptive forms of behavior and emancipation of the adolescent. Alienation appears, a belief in the injustice of adults, who feed on the idea that an adult does not understand him and cannot understand. On this basis, a conscious rejection of the requirements, assessments, and views of an adult may arise, and he may generally lose the ability to influence the adolescent.

The more a teenager is dissatisfied with relationships with adults, the more intense his communication with peers and the stronger their influence on him. The reason for this is the fundamentally different position of the adolescent in the systems of communication with adults and peers.

In the adolescent period, the formation of relationships of different degrees of closeness takes place: there are just comrades, close acquaintances, friends, a friend. Communication with them at this time goes beyond the school and stands out as an independent important sphere of life. Communication with peers is of great value for a teenager, sometimes overshadowing learning and communication with family. Usually, mothers are the first to notice such a distance between children.

The change in activity, the development of communication, also rebuild the cognitive, intellectual sphere of the adolescent. First of all, researchers note a decrease in the adolescent's preoccupation with learning.

The content of the concept of teaching also expands in adolescence. It introduces an element of independent intellectual work aimed at meeting individual intellectual needs that go beyond the curriculum. The acquisition of knowledge for some adolescents becomes subjectively necessary and important for the present and preparation for the future.

It is in adolescence that new motives for learning appear, associated with the formation of a life perspective and professional intentions, ideals and self-awareness. Teaching for many acquires a personal meaning and turns into self-education.

In adolescence, elements of theoretical thinking begin to form. Its specific quality is the ability to reason hypothetically-deductively (from general to particular), i.e. based on some general premises by constructing hypotheses and testing them. Here everything goes on the verbal plane, and the content of theoretical thinking is the statement in words or other sign systems.

Of course, not all adolescents reach the same level in the development of thinking. In general, adolescent thinking is characterized by: 1) awareness of his own intellectual operations and management of them; 2) speech becomes more controlled and controlled; 3) intellectualization of the processes of perception; 4) the formation of the mindset.

Adolescence is also characterized by the fact that at this time the first professional orientation of interests and life plans appears.

The most significant changes occur in adolescence in the personal sphere. The first thing that catches your eye here is the formation of the features of adulthood, a sense of adulthood.

The so-called body image plays a central role in the development of personality. The speed with which somatic changes take place breaks the child's image and requires the construction of a new bodily self. These changes accelerate the change in psychological positions that the adolescent must make; the onset of physical maturity, which is obvious both for the adolescent himself and for his environment, makes it impossible to maintain child status.

Studies show that during this time, the level of anxiety, concern and dissatisfaction with their appearance rises sharply.

1.2 Approaches in the study of value orientations of adolescents

The specificity of value orientations is that this category is most closely related to the behavior of the subject, controls this process as a conscious action. Value orientations are a specially structured and hierarchized system of value concepts that express the subjective attitude of the individual to the objective conditions of life, actually determine the actions and actions of a person, manifest and reveal themselves in practical behavior. Value orientations are the pivotal, basic characteristic of a person, a social property of a person.

In value orientations, the level of personality claims, ideas about moral values, readiness or unwillingness to act in accordance with moral norms and rules are concentrated. Value orientations are a self-regulating mechanism of personality behavior.

In modern conditions, the process of forming the value orientations of the younger generation is taking place against the background of the reform of society itself. These changes lead not only to a change in the system of economic relations, but also in the most direct way affect the spiritual climate, interpersonal ties and relationships.

1.3 Formation of value orientations in adolescents

Value orientation includes three components:

1. cognitive, or semantic, in which the social experience of a person is concentrated. On its basis, scientific knowledge of reality is carried out, contributing to the formation of a value relationship;

2. emotional, which presupposes an individual's experience of his attitude to these values and determines the personal meaning of this attitude;

3. behavioral, based on the results of the interaction of the first two components. Thanks to the cognition of reality and its value experience, the subject forms a willingness to act, to carry out what was conceived in accordance with a well-thought-out plan.

Value orientations are the result of internal and external interaction in the process of personality development, a subjective reflection of the objective world in the consciousness of a particular individual. Conscious, values play a huge role in determining the direction of the individual, his orientation in the social environment.

The adolescent's value orientations are formed gradually in the process of his socialization through the penetration of social information into the individual psychological world of the child. The formation of a system of value orientations is a process of the formation of an individual, and this system is a means of realizing certain social goals.

The mechanism of value orientation is implemented as follows: need - interest - attitude - value orientation... Interest is a conscious need, attitude is a predisposition to a certain assessment based on social experience acquired by a person in relation to certain social phenomena, and a willingness to act in accordance with this assessment. The value orientation is perceived as the general orientation of consciousness and the command of the individual.

Value orientations are determined by consciousness or subconsciousness and are formed in the course of gaining personal experience. In the formed state, they represent an individual hierarchical set of values that determine the orientation of the individual and the selectivity of her behavior.

The process of forming value orientations is graphically presented in the form of a model.

Model of the formation of value orientations

In the knowledge of the features of social development and the nature of the socialization process, the stage of adolescence occupies a special place. It is viewed as a specific period of puberty, characterized by a special dynamics of "overcoming the previous phase of development" and the formation of a new system of life orientations. That is why the disclosure of the structural and content characteristics, trends, factors, conditions that determine the process of socialization of a teenager, the formation of his social position, self-determination remains relevant.

A characteristic feature of adolescence is the formation of a special type of youth subculture, which is influenced by the fundamental mechanisms of cultural transformation of a new type of value-normative models.

Psychologist B. Bitinas, when analyzing the mechanisms of the formation of value orientations, shows the role of free upbringing, fixed social attitudes and beliefs. Interiorization is understood as the process of transformation of social ideas as a specific experience of humanity into those that induce it to positive actions and restrain from negative ones. Consequently, interiorization is not only the assimilation of social norms, but also the formation of these ideas as dominants, regulators of human life. Social ideas are considered internalized when they take possession of a person. Thus, the process of forming value orientations is a process of translating objective values into subjective, personally significant ones.

The task arises of forming the child's unconscious driving forces of prosocial behavior and internal "brakes" that restrain negative behavior. This is the basis of the concept of free upbringing, which refuses coercion, but only on the condition that unconscious internal regulators of the child's behavior are formed.

The most significant for a teenager is personal participation in socially significant events. At the same time, B. Bitinas notes that in adolescence, it is not the social ideas themselves that are important, but the emotional attitude of adults to these ideas and the construction of behavior on this basis. In early adolescence, the focus is on the pleasure of doing the right thing and the suffering of doing wrong. With a negative emotional experience, a negative position of the individual is formed. Thus, it was found that in unfavorable families, children practically do not experience positive experiences, and this is the main reason for the formation of their negative position. Creating conditions for positive emotional experiences creates favorable preconditions for changes in negative attitudes.

The upbringing process is structured so that for a teenager he acts as his satisfaction. personal needs, interests, as a process of self-realization.

Two aspects of adolescents' assimilation of values can be rightfully distinguished: procedural and substantive. The content component is realized through the development of knowledge about values, norms of behavior, the ability to sympathy and empathy, the awareness of the need for certain behavior in accordance with the values, the willingness to act in accordance with the existing knowledge and has a number of features (instability, insufficiency) due to the age characteristics of adolescence. The procedural aspect includes the stages of mastering moral values by adolescents: from cognition of the semantic content of moral norms and values to implementation in behavior.

The orientation process presupposes the presence of three interrelated phases that ensure development. Assignment phase personality of the values of society, as it functions, produces a value attitude - value orientations and a hierarchical system of value orientations. Conversion phase , based on the assigned values, it ensures the transformation of the self-image, which develops in the interaction "I am real" - "I am ideal" - "life ideal". Forecast phase - final, provides the formation of a person's life perspective as a criterion of orientation.

To determine the effectiveness of the formation of value orientations, N.N. Ushakova identifies the following criteria:

2. Differentiation of values - the ability of adolescents to make value choices.

3. The effectiveness of value orientations.

Developed value orientations are a sign of personality maturity, an indicator of the measure of its sociality. A stable and consistent structure of value orientations determines the development of such personality traits as integrity, reliability, loyalty to certain principles and ideals, and active life position. Inconsistency breeds inconsistency in behavior. The underdevelopment of value orientations is a sign of infantilism, which is especially noticeable among the younger generation.

Chapter Conclusions

The formation of a system of value orientations in adolescents is for various researchers the subject of close attention and multifaceted study. The study of such issues acquires particular importance in adolescence, since it is with this period of ontogenesis that the level of development of value orientations is associated, which ensures their functioning as a special system that has a decisive impact on the orientation of the personality, its active social position.

Values largely determine a person's worldview. As an element of the personality structure, value orientations represent the unity of thoughts, feelings, and practical behavior. The entire past life experience of the individual participates in the formation of value orientations. The psychological basis of his value orientations is a diverse structure of needs, motives, interests, ideals, beliefs and, accordingly, values are of a fickle nature and change in the process of activity.

Thus, significant shifts in the life of society are reflected in the formation of value orientations of modern adolescents, which is manifested in the predominance of values associated with the individual, personal life of a particular person, as well as in a significant variability of individual systems of value orientations.

The spiritual world of a person can be judged by the achievement of which goals she directs her efforts, which objects are most significant for her, i.e. value orientations act as a generalized indicator of the orientation of interests, needs, needs of the individual, social position and level of spiritual development. The way and prospects for the development of our society depend on what values will be formed in adolescents today, on how prepared they will be for a new type of social relations.

Chapter 2. Experimental study of the value orientations of adolescents

2.1. Description and justification of research methods

Participants of the study are a group of adolescents 14-15 years old (9th grade of school №64) in the amount of 22 people. Of these, 14 are girls and 8 are boys.

The study of the value orientations of adolescents was carried out according to the method of M. Rokich.

Rokich's "Value Orientations"

The system of value orientations determines the content side of the orientation of the individual and forms the basis of her relationship to the world around her, to other people, to herself, the basis of the worldview and the core of motivation for life, the basis of the life concept and "philosophy of life". Currently, the most common method for studying value orientations by M. Rokeach, based on direct ranking of the list of values, its result strongly depends on the adequacy of the self-esteem of the subject. Therefore, the data obtained using the Rokeach test, as a rule, corroborate the data of other methods.

M. Rokeach distinguishes between two classes of values: terminal - beliefs that the ultimate goal of individual existence is worth striving for; instrumental - the belief that a certain way of acting or personality trait is preferable in any situation. This division corresponds to the traditional division into values - goals and values - means.

Before the start of testing, the guys were instructed: "Now you will be presented with a set of 18 cards with the designation of values" T "(terminal values) and 18 cards with the designation of values" I "(instrumental values). Your task is to sort them in order of importance for you as the principles that guide you in your life.

Carefully study the table and, having chosen the value that is most significant to you, place it in the first place. Then select the second highest value and place it after the first. Then do the same with all the remaining values. Least important will remain last and rank 18th. The end result should reflect your true position. "

The processing of the results obtained was carried out for each value separately for all participants; for each value separately for girls and boys. To determine the content of the types of value orientations, they usually resort to factorial or taxonomic analysis. Here the latter was used - the grouping of data according to similar characteristics and the following procedure was carried out for processing the obtained materials. Taking the results of ranking students of the proposed values, depending on the degree of their differentiation, we identified those students who had the same assessments of the same values. The minimum number turned out to be a coincidence in 12 values, while one of them differed by one point. Grouping the ranking results on this basis, the average score for each of the eighteen values was calculated. The average mark is determined by dividing the sum of all grades for this value by the number of students in a given group.

Average indicators of the significance of the types of values according to the method of M. Rokich in the group of 9-graders

List of "terminal values	For the group as a whole	girls	young men
Active, active life
Health
The beauty of nature and art
Financially secure life
Calm in the country, peace
Cognition, intellectual development
Independence of judgment and judgment
Happy family life
Self confidence
Life wisdom
Interesting job

Having loyal and good friends
Public acceptance
Equality (in opportunities)
Freedom of action and action
Creative activity
Getting pleasure
Accuracy
Cheerfulness
Intransigence to one's own and other people's shortcomings
A responsibility
Self-control
Courage in defending your opinion
Tolerance of the opinions of others
Honesty
Good breeding
Diligence
Rationalism (the ability to make informed decisions)
Hard work
High requests
Independence
Education
Firm will
The breadth of views
Sensitivity

2.2 Research results

Analysis of the data obtained by M. Rokeach's test revealed certain gender differences in determining the values of adolescents.

The first places were given by girls to such values as “happy family life (4.55),“ interesting work ”(4.35),“ love ”(4.26).

The leading position is occupied by such values as "health" (4.20), "good and faithful friends" (4.00).

Middle places in the hierarchy of values are given to: "active life" (3.80, "equality" (3.75), "cognition and intellectual development" (3.60), "material support of life" (3.45).

The least significant values for girls were “creative activity” (3.35), “public recognition” (3.25).

The rest of the values do not determine the life position of girls.

Boys showed a greater focus on “interesting work” (4.55) and “good and faithful friends” (4.45).

Among the leading values that determine the core of values for boys in this group are "cognition" (4.35), "health" (4.28), "self-confidence" (4.23).

Also highly rated "happy family life (3.75)," love "(3.65)," active active life "(3.50).

Boys of little value see such values as “the beauty of nature” (3.20), “creative activity” (3.10), “tranquility in the country” (3.00).

In general, for the group of adolescents at the beginning of the school year, the values were distributed as follows:

The most significant terminal values are “interesting work” (4.42), “happy family life” (4.35), “having good and faithful friends” (4.22), “health” (4.14).

The least significant values are “calmness in the country, peace” (3.15), “getting pleasure” (3.12), “public recognition” (3.10).

Analysis of the data on "instrumental values" showed that among this group of adolescents, the highest rank is held by "cheerfulness," education "," honesty "," rationalism ".

Conclusion

In the course of our work, we achieved the tasks set at the beginning of the study. We studied the literature on the research topic, considered the theoretical aspects of the problem.

We selected a methodology for the study of value orientations in adolescents.

We analyzed the research results and formulated conclusions.

We have carried out a theoretical analysis of the literature on the research problem, and according to this analysis, we have identified the definition of the concept of value orientations. Value is the significance for a person of something in the world, and only a recognized value is capable of performing the most important value function - the function of a guideline for behavior. The value orientation reveals itself in a certain direction of consciousness and behavior, manifested in socially significant deeds and actions.

In the course of the study, it was revealed that, in terms of the importance of life values, the first places were assigned to such values as “happy family life”, “interesting work”, “love” by girls.

The leading position is occupied by such values as "health", "good and faithful friends."

The boys showed a strong focus on "interesting work" and "good and loyal friends."

Among the leading values that determine the core of values for boys in this group, there are “cognition”, “health”, “self-confidence”.

In the hierarchy instrumental values the following values absolutely dominate:

1) cheerfulness (sense of humor);

2) education;

3) honesty;

4) rationalism.

Thus, the tasks set in the work were successfully implemented in the course of the experimental study.

List of used literature

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Sizanov A.N. Interrelation of value orientations and health status of students of pedagogical specialties // Psychologia. - 2008. - No. 3. - S. 36-40.

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Annotation. The article discusses the relevance of the formation of value orientations in older adolescents. The basic concepts are defined, the characteristics of the sample are given, the results of the ascertaining experiment are presented, according to which the features of the formation of value orientations in older adolescents are revealed.
Keywords: personal value orientations, value orientations, value, adolescents, formation.

Value orientations, are one of the central personality neoformations, express a person's conscious attitude to social reality and in this capacity determine the broad motivation of his behavior and have a significant impact on all aspects of his reality. Of particular importance is the connection between value orientations and the orientation of the individual. ...

According to the modern Russian psychologist T.P. Gavrilov, social norms are a source for the formation of personal value orientations, which means that to a greater extent their formation is influenced by a person's individual ideas about social acceptability and desirability. The author believes that the individual values of a person should be considered from the standpoint of value preferences prevailing in the socio-cultural environment, or the social group in which this person is placed.

According to Yanitskiy M.S., each value is individual in nature, since it is the person in whose personality this value takes an important place that determines the degree of importance of this value. The author emphasizes that the values and value orientations of a person are derived from the needs and interests of a given person. They are also largely determined by tastes, level of knowledge, interests, habits, as well as other individual characteristics of a person.

Value orientations are a system of personal value attitudes, which characterizes a person's selective attitude to values. It constitutes a certain, hierarchically organized structure and determines the orientation of the personality.

Value orientations are a complex socio-psychological phenomenon that characterizes the orientation and content of an individual's activity, which determines the general approach of a person to the world, to himself, giving meaning and direction to personal positions, behavior, and actions. The value orientation system has a multilevel structure.

The study was carried out in a municipal autonomous educational institution, secondary school No. 137 in Chelyabinsk. 142 teenagers from 13 to 15 years old took part in the ascertaining part of the experiment. The composition of the sample by gender is uneven: 85.7% are girls, 14.3% are boys.

To implement experimental research We used the following methods: the test of meaning-in-life orientations (LSS) D.A. Leontyev; methodology "Value orientations" M. Rokich; Sh. Schwartz's value questionnaire;

After processing the research data, the following results were obtained.

The results of the methodology for the test of meaningful life orientations "LSS" by D. A. Leontyev are presented in Fig. one.

Rice. 1. Results of research on the test "LSS" D. A. Leontyev

Analysis of the results of the study of the formation of value orientations in adolescents according to the test "LSS" by D. A. Leontyev showed that 16% (23 people) of adolescents have a high level of goals in life, the average level is 53% (75 people) and a low 31% (44 people). Most adolescents have goals that give meaning, focus, and time perspective to life. However, a high percentage of the subjects have no definite ideas about their future, their views have not yet been determined.

The indicator of the scale “The process of life, or Interest and emotional richness of life” indicates whether the subject perceives the process of his life itself as emotionally saturated. 15% (22 people) of the subjects showed a high level, 58% (82 people) have an average level. Low indicators on this scale were found in 27% (38 people).

Low indicators on the first two scales, in our opinion, are associated with disappointment in the profession. We are also seeing a decline in academic performance and attendance. training sessions for this group of respondents.

The indicator of the scale "Life Productivity, or Satisfaction with Self-Realization" reflects the assessment of the passed period of life, the feeling of how productively and meaningfully its part was lived. 15.5% (22 people) of the subjects showed a high level of satisfaction with self-realization, 64% (91 people) have an average level, and 20.5% (29 people) have a low level.

High marks - 12.7% (18 people) - and average - 69% (98 people) - in the majority of adolescents according to the factor "Locus of control" I "show that an understanding is formed that responsibility for their successes and failures is necessary take upon themselves, conditional on their own abilities and capabilities. Lack of faith in yourself to control events own life typical for 18.3% (26 people) of the subjects.

Among the data obtained on the scale "Manageability of life" high scores were in 14.8% (21 people), average - in 59.1% (84 people), low - in 26.1% (37 people) of the subjects.

The general indicator of the meaningfulness of life is defined as the meaningfulness of the past, present and future, as the presence of a goal in life, as an individual's experience of the ontological significance of life. Analysis of the research results showed that 19.7% (28 people) have high scores on this scale, average - 53.5% (76 people), low - 26.8% (38 people) of the subjects.

Analysis of the data obtained using the test of D. A. Leontyev, testifies that the largest number of indicators for various parameters of the life-meaning orientations of adolescents is within the normal range.

Results of the methodology for studying value orientations (M. Rokich scale) are shown in Fig. 2.

Rice. 2. Results of the study of value orientations (M. Rokeach scale)

Analysis of the data according to the methodology "Value orientations" by M. Rokich, according to the data obtained, the first rank places were received by such values as "activity" 17% (24 people), "good breeding" 33% (47 people), "education" 21 , 8% (31 people), “responsibility” 18.3% (26 people), “self-control” 9.9% (14 people). This indicates that adolescents are ready to take responsibility for themselves and their actions. Among the rejected values, we will note several values-means that have a different percentage of rejection. These include "honesty" - 11.3% (16 people), "sensitivity" - 37.3% (53 people), "rationalism" - 9.9% (14 people), "intransigence" to shortcomings in oneself and others - 16.2% (23 people), “tolerance” - 25.3% (36 people). In our opinion, such a quality as sensitivity is essential for a future psychologist.

So, the study of the value consciousness of adolescents made it possible to conclude that it is necessary to make adjustments to the educational process, taking into account the modernization of the processes of the formation of cognitive and professional activity in adolescents (V.I. Dolgova, N.V. Kryzhanovskaya) and taking into account the main socio-psychological mechanisms of educational activity university (V.I.Dolgova).

To study the value orientations of adolescents, Sh. Schwartz's value questionnaire was also used.

The results of Sh. Schwartz's questionnaire are presented in Fig. 3.

Rice. 3. Results of the study of value orientations "Value questionnaire" Sh. Schwartz

As a result, the following data were obtained. The number of subjects with a high score for the value of "own prestige" is 11.2% (16 people), average - 81% (115 people), low - 7.8% (11 people). Subjects with high and medium scores strive to achieve social acceptance. 34% (49 people) have a high score for the value "high material status", an average - 65% (92 people), a low - 0.7 (1 person) of the subjects. Most of the respondents mentioned the importance of decent wages. Subjects with a high score on this indicator are ready to change their specialty if the desired result is not achieved.

In terms of the “creativity” value, high results are shown by 14% (20 people) of respondents, medium - 65.6% (93 people), low - 20.4% (29 people). Subjects with a high score for this indicator are characterized by a desire to make various changes and improvements to the work. For us, this value is of great importance, since a psychologist helps people to develop and realize their creative individuality, while his own personal qualities as he does so with his own creativity.

High indicators for the value of “active social contacts” have 12.7% (18 people), medium - 80.3% (114 people), low - 7% (10 people) of the subjects. For adolescents with a high score for this indicator, factors of the socio-psychological climate of the team, the atmosphere of trust and mutual assistance among colleagues are significant. In general, future psychologists are interested in establishing favorable relationships with people.

In order to succeed in professional activity, adolescents need to have a desire for development and achievement. The number of respondents who have a high score for the value of “self-development” is 17.6% (25 people), the average is 72.5% (103 people), and the low is 9.9% (14 people). This value expresses the desire to fully realize their abilities in the sphere of professional life and to improve their professional qualifications. The result of the “achievement” scale reflects the desire of adolescents to achieve specific results in professional activity. 17.6% (25 people) have high indicators for the value of "achievement", average - 72.5% (103 people), low - 9.9% (14 people) of adolescents.

The adolescent's desire to obtain moral satisfaction in all spheres of life can be judged by the results of research on the value of “spiritual satisfaction”. High level revealed in 18% (25 people) adolescents, 73% (103 people) have an average level, 9% (13 people) have a low level. In the process of professional training of psychologists, these data allow us to state that the majority of adolescents strive to learn as much as possible about the discipline being studied.

An analysis of the results of the study of the value of “preserving one's own individuality” showed that 17% (24 people) of adolescents have a high score, an average - 73.2% (104 people), a low - 9.8% (14 people). The overwhelming majority of adolescents believe that it is very important to preserve the uniqueness and originality of their personality.

The analysis of the study shows that for adolescents of the third year the most significant is the terminal value "financial position". The orientation toward a high material position revealed in adolescents, especially young men, may indicate the inherent need of this age for self-affirmation and self-expression. All other values are also important for adolescents.

Conclusions:

The formation of value orientations in older adolescents is for various researchers the subject of close attention and multifaceted study. The study of such issues acquires particular importance in adolescence, since it is with this period of ontogenesis that the level of development of value orientations is associated, which ensures their functioning as a special system that has a decisive impact on the orientation of the personality, its active social position.

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