Methodology scale of values 25 cards. Methodology “Value Orientations” by M. Rokeach

The system of value orientations determines the substantive side of a person’s orientation and forms the basis of his relationships to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life, the basis of his life concept and “philosophy of life.”

The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values. The latter circumstance makes many authors doubt the reliability of the technique, since its result strongly depends on the adequacy of the subject’s self-esteem. Therefore, it is advisable to support the data obtained using the Rokeach test with data from other methods.

M. Rokeach distinguishes two classes of values:

terminal – beliefs that final goal individual existence is worth striving for;
instrumental - beliefs that a certain course of action or personality trait is preferable in any situation.

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

Procedure

The respondent is presented with two lists of values (18 each), either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. First, a set of terminal values is presented, and then a set of instrumental values.

Greater convenience for the subject (and greater accuracy of the results) is provided by the use not of lists, but of sets of individual cards, each of which indicates a certain value. The person sorting the cards is more focused and sees the picture of all the values represented more fully.

It is best to conduct the examination individually, but group testing is also possible.

Instructions

Now you will be presented with a set of 18 cards with values written on them, basic principles that guide you in life. Your task is to arrange them in order of importance for you personally.

Carefully study the presented list and choose the value that is most significant for you - it will take first place (or receive the first rank). Then choose the second most important value and place it in second place. Rank all proposed values. The least important one will remain last and will take 18th place.

Work slowly and thoughtfully. There are no right or wrong answers here. The end result will represent your value system.

Modifications to the study procedure

To overcome social desirability and more deep penetration into the system value orientations The test subject may change the instructions, which provide additional diagnostic information and allow more informed conclusions to be drawn. So, after the main series, you can ask the subject to rank the cards by answering the following questions:

“In what order and to what extent (in percentage) are these values realized in your life?”
“How would you arrange these values if you became the person you dreamed of?”
“How do you think a person who is perfect in every way would do this?”
“What do you think most people would do?”
“How would you have done this 5 or 10 years ago?”
“How would you do it in 5 or 10 years?”
“How would people close to you rank the cards?”

Interpretation of results

The dominant orientation of a person’s value orientations is recorded as the life position he occupies, which is determined by the criteria of the level of involvement in the world of work, family, household and leisure activities. Qualitative analysis of the research results makes it possible to evaluate life ideals, a hierarchy of life goals, values-means and ideas about norms of behavior that a person considers as a standard.

When analyzing the hierarchy of values, you should pay attention to the subject’s grouping them into meaningful blocks on one or another basis.

Groups of terminal values

"Concrete" and "abstract"

Values of professional self-realization and personal life

Groups of instrumental values

Ethical values, communication values, business values

Ethical values	Communication values	Business values
Responsibility	Good manners	Accuracy
High demands	Cheerfulness	Performance
Independence	Intransigence to shortcomings	Education
Self-control	Tolerance	Rationalism
Open-mindedness	Sensitivity	Courage to stand up for your opinion
	Honesty	Strong will
		Efficiency in business

Individualistic, conformist and altruistic values

Values of self-affirmation, values of acceptance of others

The results obtained on identifying value orientations are important:

in career guidance for employees when changing profession or place of work;
when consulting on career development issues;
in the process of diagnosing team cohesion (since the essential signs of teamwork are common goals, values and approaches to the implementation of joint activities);
during diagnosis corporate culture, especially its deep level, which includes hidden beliefs, unconscious attitudes and beliefs of employees and management, reflecting the attitude towards the world as a whole, towards the person and towards work. This level is very important to study, as it has a great influence on the actual behavior of employees;
when studying the degree of corporate identity influencing employee loyalty;
when studying the motivational sphere of employees;
when studying and designing standards of behavior in the company;
when carrying out work to prevent resistance to change, etc.

For practitioners, it is important to clarify the structure of a person’s value orientations, determine leading values, and diagnose the inconsistency or consistency of professional values. Based on the test results, you can get an idea of the patterns of an individual’s system of value orientations. If patterns cannot be identified, then we can assume that the subject has a contradictory system of values (or insincerity). In this case, it is better to repeat the study and supplement it with data obtained using other methods.

Stimulus material

Answer form

Literature

Psychological tests. / Ed. A.A. Karelina. T.1. M., 2000. S. 25 – 29.

Rokeach's methodology Value orientations. (Milton Rokeach test. / Study of value orientations of M. Rokeach. / Value Questionnaire according to Rokeach) allows you to explore the orientation of a person and determine his attitude to the world around him, to other people, to himself, his perception of the world, the key motives of actions, the basis of the “philosophy of life” ".

Take/download the Rokeach Test, free, without registration:

Rokeach's theory. M. Rokeach considered values as a type of stable belief that a certain goal or way of existence is preferable to another. Nature human values according to Rokeach:

total number the values that are the property of man are relatively small,
all people have the same values, although varying degrees,
values are organized into systems,
The origins of human values can be traced to culture, society and its institutions and personality.
the influence of values can be traced in almost all social phenomena worthy of study.

M. Rokeach distinguishes two classes of values - terminal and instrumental. M. Rokeach defines terminal values as beliefs that some ultimate goal of individual existence (for example, a happy family life, world peace) is worth striving for from a personal and social point of view; instrumental values - as beliefs that a certain course of action (for example, honesty, rationalism) is preferable from a personal and social point of view in all situations. In fact, the separation of terminal and instrumental values produces a fairly traditional distinction between values-goals and values-means.

Instructions:

You will be offered a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as principles that guide you in your life. Study the table carefully and, having chosen the value that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all remaining valuables. The least important one will remain last and take 18th place. Develop slowly and thoughtfully. The end result should reflect your true position.

Test material for studying Rokeach's values.

List A (terminal values):
1) active active life (fullness and emotional richness of life);
2) life wisdom (maturity of judgment and common sense achieved through life experience);
3) health (physical and mental);
4) interesting job;
5) the beauty of nature and art (experience of beauty in nature and art);
6) love (spiritual and physical intimacy with a loved one);
7) financially secure life (no financial difficulties);
8) having good and loyal friends;
9) public recognition (respect for others, the team, fellow workers);
10) knowledge (the opportunity to expand one’s education, horizons, general culture, intellectual development);
11) productive life (maximum full use your capabilities, strengths and abilities);
12) development (work on oneself, constant physical and spiritual improvement);
13) entertainment (pleasant, easy pastime, lack of responsibilities);
14) freedom (independence, independence in judgments and actions);
15) happy family life;
16) happiness of others (welfare, development and improvement of other people, the entire people,
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 and decisively);
7) intolerance to shortcomings in oneself and others;
8) education (breadth of knowledge, high general culture);
9) responsibility (sense of duty, ability to keep one’s word);
10) rationalism (the ability to think sensibly and logically, to make thoughtful, rational decisions);
11) self-control (restraint, self-discipline);
12) courage in defending one’s opinion and views;
13) strong will (the ability to insist on one’s own, not to give up in the face of difficulties);
14) tolerance (towards 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).

Key, results processing, interpretation.

When analyzing the hierarchy of values, you should pay attention to their grouping into meaningful blocks for different reasons. For example, concrete and abstract values, values of professional self-realization and personal life etc. Instrumental values can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; the values of self-affirmation and the value of accepting others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. It is necessary to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the individual’s value system is unformed or even the answers are insincere.

It is best to conduct the study individually, but group testing is also possible.

The advantages of the technique are versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantages are the influence of social desirability and the possibility of insincerity. Therefore, the motivation for diagnosis and the voluntary nature of testing play a special role in this case. The technique is not recommended for use for selection and examination purposes.
To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can re-rank the cards by answering the following questions.

The system of value orientations determines the substantive side of the personality’s orientation and forms the basis of its relationship to the world around it, to other people, to itself, the basis of the worldview and the core of motivation for life activity, the basis of the life concept and philosophy of life.
The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values.

M. Rokeach distinguishes 2 classes of values:
1) terminal. The belief that some ultimate goal of individual existence is worth striving for;
2) instrumental. The belief that a certain course of action or personality trait is preferable in any situation.
This division corresponds to the traditional division into values-goals and values-means.
The respondent is presented with 2 lists of values (18 in each) either on pieces of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material delivery gives more reliable results. First, a set of terminal values is presented, and then a set of instrumental values.

Instructions.

Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance to you as principles that guide you in your life.
Each value is written on a separate card. Study the cards carefully and, having chosen the one that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all the remaining cards. The least important one will remain last and take 18th place.
Work slowly and thoughtfully. If you change your mind during the work, you can correct your answers by swapping the cards. The end result should reflect your true position.

Stimulus material

List A (terminal values):

1) active active life (fullness and emotional richness of life);
2) life wisdom (maturity of judgment and common sense achieved through life experience);
3) health (physical and mental);
4) interesting work;
5) the beauty of nature and art (experience of beauty in nature and art);
6) love (spiritual and physical intimacy with a loved one);
7) financially secure life (no financial difficulties);
8) having good and loyal friends;
9) public recognition (respect for others, the team, fellow workers);
10) knowledge (the opportunity to expand one’s education, horizons, general culture, intellectual development);
11) productive life (maximum full use of one’s capabilities, strengths and abilities);
12) development (work on oneself, constant physical and spiritual improvement);
13) entertainment (pleasant, easy pastime, lack of responsibilities);
14) freedom (independence, independence in judgments and actions);
15) happy family life;
16) happiness of others (welfare, development and improvement of other people, the entire people,
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 and decisively);
7) intolerance to shortcomings in oneself and others;
8) education (breadth of knowledge, high general culture);
9) responsibility (sense of duty, ability to keep one’s word);
10) rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions);
11) self-control (restraint, self-discipline);
12) courage in defending one’s opinion and views;
13) strong will (the ability to insist on one’s own, not to give up in the face of difficulties);
14) tolerance (towards 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).
The advantages of the technique are versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantages are the influence of social desirability and the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the test subject. The technique is not recommended for use for selection and examination purposes.
To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can ask the subject to rank the cards by answering the following questions.

1. In what order and to what extent (in percentage) are these values realized in your life?
2. How would you rank these values if you became the person you dreamed of becoming?
3. How do you think a person who is perfect in every way would do this?
4. How do you think most people would do it?
5. How would you have done this 5 or 10 years ago?
6. ...in 5 or 10 years?
7. How would people close to you rank the cards?
When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, concrete and abstract values, values of professional self-realization and personal life, etc. are distinguished. Instrumental values can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; the values of self-affirmation and the value of accepting others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. It is necessary to see an individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent’s value system is unformed or even the answers are insincere.

Rokeach's "Value Orientations" Test

The system of value orientations determines the substantive side of a person’s orientation and forms the basis of his relationship to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life, the basis of his life concept and “philosophy of life.”

M. Rokeach distinguishes two classes of values:

terminal - beliefs that the ultimate goal of individual existence is worth striving for;

instrumental - beliefs that a certain course of action or personality trait is preferable in any situation.

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

The respondent is presented with two lists of values (18 in each), either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance. The latter form of material delivery gives more reliable results. First, a set of terminal values is presented, and then a set of instrumental values.

Instructions: “Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance for you as the principles that guide you in your life.

Study the table carefully and, having chosen the value that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all remaining valuables. The least important one will remain last and take 18th place.

Develop slowly and thoughtfully. The end result should reflect your true position."

When analyzing the hierarchy of values, you should pay attention to how subjects group them into meaningful blocks for different reasons. For example, “concrete” and “abstract” values, values of professional self-realization and personal life, etc. are distinguished. Instrumental values can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; values of self-affirmation and values of acceptance of others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. The psychologist must try to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent’s value system is unformed or even the answers are insincere.

METHODOLOGY "VALUE ORIENTATIONS" (M. Rokeach)

Test taker form________________

List A (terminal values):

– active active life (fullness and emotional richness of life);
– life wisdom (maturity of judgment and common sense, achieved through life experience);
– health (physical and mental);
- interesting job;
– the beauty of nature and art (experience of beauty in nature and art);
– love (spiritual and physical intimacy with a loved one);
– financially secure life (no financial difficulties);
– having good and loyal friends;
– social vocation (respect for others, the team, fellow workers);
– cognition (the opportunity to expand one’s education, horizons, general culture, intellectual development);
– productive life (maximum full use of one’s capabilities, strengths and abilities);
– development (work on oneself, constant physical and spiritual improvement);
– entertainment (pleasant, easy pastime, lack of responsibilities);
– freedom (independence, independence in judgments and actions);
– happy family life;
– happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole);
– creativity (the possibility of creative activity);
– self-confidence (inner harmony, freedom from internal contradictions, doubts).

List B (instrumental values):

– neatness (cleanliness), the ability to keep things in order, order in affairs;
– good manners (good manners);
– high demands (high requirements for life and high aspirations);
– cheerfulness (sense of humor);
– diligence (discipline);
– independence (the ability to act independently and decisively);
– intolerance to shortcomings in oneself and others;
– education (breadth of knowledge, high general culture);
– responsibility (sense of duty, ability to keep one’s word);
– rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions);

The system of value orientations determines the content side of a person’s orientation and forms the basis of his relationship to the world around him, to other people, to himself, the basis of his worldview and the core of motivation for life activity, the basis of his life concept and “philosophy of life.”

The most common method at present is M. Rokeach’s method for studying value orientations, based on direct ranking of a list of values.

M. Rokeach distinguishes two classes of values:

Terminal - beliefs that the ultimate goal of individual existence is worth striving for;

Instrumental - beliefs that a certain course of action or personality trait is preferable in any situation.

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

The respondent is presented with two lists of values (18 in each) either on sheets of paper in alphabetical order or on cards. In the lists, the subject assigns a rank number to each value, and arranges the cards in order of importance.

The latter form of material delivery gives more reliable results. First, a set of terminal values is presented, and then a set of instrumental values.

Instructions

“Now you will be presented with a set of 18 cards indicating values. Your task is to arrange them in order of importance to you as principles that guide you in your life.

Each value is written on a separate card. Study the cards carefully and, having chosen the one that is most significant to you, place it in first place. Then choose the second most important value and place it after the first. Then do the same with all the remaining cards. The least important one will remain last and take 18th place.

Develop slowly and thoughtfully. If you change your mind during the work, you can correct your answers by swapping the cards. The end result should reflect your true position."

STIMULUS MATERIAL

List A (terminal values)

Active active life (fullness and emotional richness of life);

Life wisdom (maturity of judgment and common sense achieved through life experience);

Health (physical and mental);

Interesting job;

The beauty of nature and art (experience of beauty in nature and art);

Love (spiritual and physical intimacy with a loved one);

Financially secure life (no financial difficulties); » having good and loyal friends;

Social vocation (respect for others, the team, fellow workers);

Cognition (the opportunity to expand your education, horizons, general culture, intellectual development);

Productive life (maximum full use of your capabilities, strengths and abilities);

Development (work on yourself, constant physical and spiritual improvement);

Entertainment (pleasant, easy pastime, lack of responsibilities); freedom (independence, independence in judgments and actions);

Happy family life;

Happiness of others (welfare, development and improvement of other people, the entire people, humanity as a whole);

Creativity (the possibility of creative activity);

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

List B (instrumental values)

Neatness (cleanliness), the ability to keep things in order, order in affairs;

Good manners (good manners);

High demands (high demands on life and high aspirations);

Cheerfulness (sense of humor);

Efficiency (discipline);

Independence (the ability to act independently and decisively);

Intransigence to shortcomings in oneself and others;

Education (breadth of knowledge, high general culture);

Responsibility (sense of duty, ability to keep one’s word);

Rationalism (the ability to think sensibly and logically, make thoughtful, rational decisions);

Self-control (restraint, self-discipline);

Courage to defend your opinion and views;

Strong will (the ability to insist on one’s own, not to give up in the face of difficulties);

Tolerance (towards the views and opinions of others, the ability to forgive others for their mistakes and delusions);

Breadth of views (the ability to understand someone else’s point of view, respect other tastes, customs, habits);

Honesty (truthfulness, sincerity);

Efficiency in business (hard work, productivity at work);

Sensitivity (caring).

The advantage of the technique is its versatility, convenience and cost-effectiveness in conducting the survey and processing the results, flexibility - the ability to vary both the stimulus material (lists of values) and instructions. Its significant disadvantage is the influence of social desirability and the possibility of insincerity. Therefore, a special role in this case is played by the motivation for diagnosis, the voluntary nature of testing and the presence of contact between the psychologist and the test subject. The technique is not recommended for use for the purpose of selecting expertise.

To overcome these shortcomings and deeper penetration into the system of value orientations, it is possible to change the instructions, which provide additional diagnostic information and allow one to draw more substantiated conclusions. So, after the main series, you can ask the subject to rank the cards by answering the following questions:

1. In what order and to what extent (in percentage) are these values realized in your life?

2. How would you rank these values if you became the person you dreamed of becoming?

3. How do you think a person who was perfect in every way would do this?

4. How do you think most people would do it?

5. How would you have done this 5 or 10 years ago?

6. How would you do it in 5 or 10 years?

7. How would people close to you rank the cards? When analyzing the hierarchy of values, you should pay attention

The subjects group them into meaningful blocks for various reasons. For example, “concrete” and “abstract” values, values of professional self-realization and personal life, etc. are distinguished. Instrumental values can be grouped into ethical values, communication values, business values; individualistic and conformist values, altruistic values; values of self-affirmation and values of acceptance of others, etc. These are not all the possibilities for subjective structuring of a system of value orientations. The psychologist must try to grasp the individual pattern. If it is not possible to identify any patterns, it can be assumed that the respondent’s value system is unformed or even the answers are insincere.

It is best to conduct the examination individually, but group testing is also possible.

Determination of personality orientation (orientation questionnaire)

To determine personal orientation, the orientation questionnaire, first published by B. Bass in 1967, is currently used.

The questionnaire consists of 27 judgment points, for each of which there are three possible answers, corresponding to three types of personality orientation. The respondent must choose one answer that most expresses his opinion or corresponds to reality, and one more, which, on the contrary, is the farthest from his opinion or least corresponds to reality. The answer “most” gets 2 points, “least” - 0, and the answer left unselected - 1 point. The points scored on all 27 points are summed up for each type of focus separately.

Using the methodology, the following areas are identified:

1. Focus on oneself (“I”) - orientation towards direct reward and satisfaction regardless of work and employees, aggressiveness in achieving status, authority, a tendency to compete, irritability, anxiety, introversion.

2. Focus on communication (O) - the desire to maintain relationships with people under any conditions, focus on joint activities, but often to the detriment of performing specific tasks or providing sincere help people, orientation towards social approval, dependence on the group, the need for affection and emotional relationships with people.

3. Focus on business (D) - interest in solving business problems, doing the job as best as possible, orientation towards business cooperation, the ability to defend one’s own opinion in the interests of the business, which is useful for achieving a common goal.

Instructions

“The questionnaire consists of 27 points. For each of them there are three possible answers: A, B, C.

1. From the answers to each of the points, choose the one that best expresses your point of view on this issue. It is possible that some of the answer options will seem equally

Valuable. However, we ask you to select only one of them, namely the one that best suits your opinion and is most valuable to you.

Write the letter that indicates the answer (A, B, C) on the sheet for recording answers next to the number of the corresponding item (1-27) under the heading “most of all.”

2. Then, from the answers to each of the points, choose the one that is furthest from your point of view and is the least valuable to you. Write the letter indicating the answer again on the sheet for recording answers next to the number of the corresponding item, in the column under the heading “least of all.”

3. Thus, to answer each of the questions you use two letters, which you write in the appropriate columns. The rest of the answers are not recorded anywhere.

Try to be as truthful as possible. There are no "good" or "bad" answer choices, so don't try to guess which answer is "right" or "best" for you.

From time to time, check yourself to see if you are writing down the answers correctly, next to the correct items. If you find an error, correct it, but in such a way that the correction is clearly visible.

Test material

1. I get the greatest satisfaction from:

A. approval of my work;

B. consciousness that the work was done well;

B. the awareness that I am surrounded by friends.

2. If I played football (volleyball, basketball), then I would like to be:

A. a coach who develops game tactics; B. a famous player;

B. chosen by the team captain.

3. In my opinion, the best teacher is the one who:

A. shows interest in students and has an individual approach to each;

B. arouses interest in the subject so that students are happy to deepen their knowledge in this subject;

B. creates an atmosphere in the team in which no one is afraid to express their opinion.

4. I like it when people:

A. rejoice at the work done;

B. enjoy working in a team;

V. strive to do their job better than others.

5. I would like my friends to:

A. were responsive and helped people when opportunities presented themselves;

B. were faithful and devoted to me;

B. were smart and interesting people.

6. Best friends I consider those:

A. with whom a good relationship develops; B. someone you can always rely on;

B. who can achieve a lot in life.

7. What I dislike most is:

A. when something doesn’t work out for me;

B. when relationships with comrades deteriorate;

B. when I am criticized.

8. In my opinion, the worst thing is when the teacher:

A. does not hide the fact that some students are unsympathetic to him, he mocks and makes fun of them;

B. evokes a spirit of competition in the team;

B. does not know his subject well enough.

9. As a child, what I liked most was:

A. spend time with friends; B. feeling of accomplishment;

B. when I was praised for something.

10. I would like to be like those who:

A. has achieved success in life;

B. is truly passionate about his work;

B. is characterized by friendliness and goodwill.

11. First of all, the school must:

A. teach how to solve the problems that life poses;

B. develop, first of all, the individual abilities of the student;

B. develop qualities that help you interact with people.

12. If I had more free time, I would most willingly use it:

A. to communicate with friends; B. for recreation and entertainment;

B. for your favorite things and self-education.

13. I achieve the greatest success when:

A. I work with people I like;

B. I have an interesting job;

B. my efforts are well rewarded.

14. I love it when:

A. other people value me;

B. feel satisfaction from the work performed;

B. I have a good time with my friends.

15. If they decided to write about me in a newspaper, I would like it to:

A. told about some interesting matter related to studies, work, sports, etc., in which I happened to participate;

B. wrote about my activities;

They made sure to tell me about the team in which I work.

16. I learn best if the teacher:

A. has an individual approach to me;

B. will be able to arouse my interest in the subject;

B. arranges collective discussions of the problems being studied.

17. For me there is nothing worse than:

A. insult to personal dignity;

B. failure to complete an important task;

B. loss of friends.

18. What I value most is:

B. opportunities for good teamwork;

B. sound practical mind and ingenuity.

19. I don't like people who:

A. consider themselves worse than others;

B. often quarrel and conflict;

B. object to everything new.

20. It's nice when:

A. you are working on something that is important to everyone; B. you have many friends;

B. you are admired and liked by everyone.

21. In my opinion, first of all, a leader should be:

B. demanding.

22.V free time I would love to read books:

A. about making friends and supporting a good relationship with people;

B. about the lives of famous and interesting people; V. about the latest achievements of science and technology.

23. If I had a talent for music, I would prefer to be:

A. conductor;

B. composer;

B. soloist.

24. I would like:

A. come up with interesting competition; B. win the competition;

B. organize and manage the competition.

25. The most important thing for me to know is:

A. what do I want to do; B. how to achieve the goal;

B. how to organize people to achieve a goal.

26. A person should strive to:

A. others were pleased with him;

B. first of all, complete your task;

B. he did not need to be reproached for the work he did.

27. I relax best in my free time:

A. in communication with friends;

B. watching entertaining films;

B. doing what you love.

Methodology scale of values 25 cards. Methodology “Value Orientations” by M. Rokeach

Procedure

Instructions

Modifications to the study procedure

Interpretation of results

Groups of terminal values

"Concrete" and "abstract"

Values of professional self-realization and personal life

Groups of instrumental values

Ethical values, communication values, business values

Individualistic, conformist and altruistic values

Values of self-affirmation, values of acceptance of others

Stimulus material

Answer form

see also

Literature

Rokeach's "Value Orientations" Test

Latest

You need to know this

Methodology scale of values ​​25 cards. Methodology “Value Orientations” by M. Rokeach

Procedure

Instructions

Modifications to the study procedure

Interpretation of results

Groups of terminal values

"Concrete" and "abstract"

Values ​​of professional self-realization and personal life

Groups of instrumental values

Ethical values, communication values, business values

Individualistic, conformist and altruistic values

Values ​​of self-affirmation, values ​​of acceptance of others

Stimulus material

Answer form

see also

Literature

Rokeach's "Value Orientations" Test

Latest

You need to know this

Methodology scale of values 25 cards. Methodology “Value Orientations” by M. Rokeach

Values of professional self-realization and personal life

Values of self-affirmation, values of acceptance of others