The Influence of Traditional Values of Education on Greek Students' Real and Ideal Self-concepts

Abstract

Students' real and ideal self-concepts were studied with respect to their acceptance or rejection of the traditional values of Greek education. The relationship between the real and the ideal components of self-concept was also examined. A sample of Athenian students who answered a questionnaire accepted most of the traditional values of education. The students' internalization of such values predicted their moderately satisfied real self-concepts and their extremely developed ideal self-concepts, which symbolized their hopes and ambitions for academic achievement. The factor-analyzed items of self-concept revealed a disparity between the real and the ideal components of the participants' self-concepts.

Political and religious group membership, value priorities and educational values

“…For the second part of the study, educational values were assessed via a 10-item questionnaire derived from a larger questionnaire proposed and supported by Gari (1992) and by Gari and Kalantzi-Azizi (1998). This scale (Educational Values Questionnaire, EVQ) consists of 'traditional' value items, regarding the educational institutions and the educational decisions that students have to make, during various phases of their education years in Greece.…”

“…Research on traditional values has shown that females in Greece seem to reject traditional family and educational values more easily than males (Georgas, 1989;Gari, 1992). For samples of students of Greek public high schools (Gari, 1992;Gari & Kalantzi-Azizi, 1998), it has been shown that the endorsement of traditional educational values seems to be correlated with a quite unsatisfied real academic self-concept and an extremely developed ideal academic self-concept.…”

Adaptation and Motivation of Greek Gifted Pupils: Exploring some influences of primary schooling

“…Equal education Downloaded by [University of Cambridge] at 04:32 20 December 2014 opportunities allow for social mobility within all educational levels (Lambiri-Dimaki, 1978). Education is traditionally believed to be something ª socially bene® cialº and the only means to developing self and family (Gari & Kalantzi-Azizi, 1998).…”

Οικογενειακες Αξιες Και Αναλυτικη Ικανοτητα: Μια Διαπολιτισμικη Μελετη

“…Οι οικογενειακές αξίες έχουν διερευνηθεί σε μεγάλη έκταση, τόσο σε διε θνές όσο και σε διαπολιτισμικό επίπεδο, και μάλιστα ως προς ποικίλες διαστάσεις, όπως είναι ο ατομισμός και η συλλογικότητα (Berry, 1994• Triandis, 1995, η σταδιακή διαφοροποίηση τους (Georgas, 1989(Georgas, , 1991, η αυτο-εικόνα (Gari και Kalantzi-Azizi, 1998) και άλλες παράμετροι της ανθρώπινης συμπεριφοράς (Hofstede, 1980). Παρόλα αυτά, σε σχέση με το γνωστικό ύφος και πιο συγκεκριμένα την αναλυτική ικανότητα, όπως αυτή εκφράζεται ως «εστιασμένος/διάχυτος» 1 γνωστικός τύπος (field independent/field dependent), δεν αναφέρονται σχετικές έρευνες.…”