The relative importance of values is a central feature in Schwartz’s value theory. However, instruments used for validating his theory did not assess relative importance directly. Rather, values were independently rated and scores then statistically centered, person-by-person. Whether these scores match those that result from explicitly comparing values has not been tested. We study this here using the Computerized Paired Comparison of Values (CPCV). This instrument was applied to samples from Germany, Brazil, Spain, and Israel, together with Schwartz’s Portrait Values Questionnaire (PVQ). CPCV- and PVQ-data were analyzed by separate and joint multidimensional scaling, generalized procrustes, and response time analyses. Results support the validity of Schwartz’s structural theory, independently of the assessment instrument used.
1973) como procedimiento utilizado para influir sobre las prioridades de valores y mejorar las calificaciones escolares. El diseño experimental es pretest-postest sobre el rendimiento académico con grupo de control. La intervención se realizó en 12 grupos de 2º de B.U.P. (N= 301 alumnos), en 6 institutos de Madrid, asignando aleatoriamente un grupo a cada condición en cada instituto. Los resultados muestran que el uso de esta intervención educativa mejora de forma moderada aunque significativa los resultados académicos y que esta mejora es mayor para los alumnos insatisfechos con los resultados obtenidos en sus estudios, especialmente para aquellos insatisfechos con el tiempo que dedican a la tarea de estudiar.
Explanations of unemployment as non-expert beliefs or lay theories, were originally described by Furnham (1982) to follow three axes: individualistic, societal, and fatalistic. Through a revised 19-item version (EoU-R), comprising original and new items with its structure closely resembling the original one we studied 1,689 participants from eight countries (Brazil, United Kingdom, Greece, Poland, USA, Romania, Turkey, and Spain). Internal consistency for a derived three-factor structure (Individualistic, Fatalistic, Societal-Educational) was reached and crosscultural factor equivalence was supported across countries through covariance structure analysis. The composite EoU-R dimension scores were compared across countries, genders, and employment status groups with the largest differences across countries found for the Individualistic factor. Females were found to explain unemployment in terms of Societal-Educational explanations more than males and some interesting interactions also emerged. The Revised Explanations of Unemployment scale can be used cross-culturally and for within cultures comparisons and can prove useful for counseling.
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