School Values Across Three Cultures | Zendy

Ella Daniel | Zendy; Nadi HofmannTowfigh | Zendy; Ariel KnafoNoam | Zendy

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School Values Across Three Cultures

Author(s) -

Ella Daniel,

Nadi HofmannTowfigh,

Ariel KnafoNoam

Publication year - 2013

Publication title -

sage open

Language(s) - English

Resource type - Journals

SCImago Journal Rank - 0.357

H-Index - 32

ISSN - 2158-2440

DOI - 10.1177/2158244013482469

Subject(s) - typology , psychology , egalitarianism , cultural values , dominance (genetics) , autonomy , harmony (color) , social psychology , social value orientations , pedagogy , developmental psychology , sociology , gender studies , political science , anthropology , art , biochemistry , chemistry , politics , law , visual arts , gene , economics , microeconomics

A new typology of school-level values is reported in three culturalcontexts. School values were assessed by aggregating the scores of 862 students, (ages15-19) in 32 Jewish and Arab Israeli schools (Study 1), and 1,541 students (ages 11-21)from 8 European schools and 163 teachers from 6 of these schools (Study 2), usingSchwartz’s Portrait Values Questionnaire. Six school values emerged in both studies:achievement, autonomy, egalitarianism, harmony, compliance, and dominance. Theimportance of studying school-level values was demonstrated by relating the values ofcompliance and dominance to violence, and harmony values to student support measures(Study 1). Strong (minimal r = .64) school-level correlations between students ofdifferent ages and teachers supported the validity of the findings (Study 2)

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