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participating in the teaching-educational process. This is, certainly, if the goals of society
are set clearly enough and the educational
curriculum predicts and gives consistent and
systematic influence of school on the values
of the student (Jokcimovi and Maksi, 2006).
The values and value orientation in the
empirical research are most often used as synonyms because their differences can hardly be
operationalized. However, such differences
exist.
The values do the function of all kinds
of selective social behavior: social action, ideology, attitudes and moral reasoning, comparing with others, as to justifying yourselves and
others (Kokovi and Lazar, 2004). Parsons
and Shils assume that values are an element
of an accepted symbolic system serving as a
criteria or standard for choosing between orientation alternatives, because of this, they are
necessary element of social acting and define
the way of choosing and the proper obligation
of such acting (Parsons and Shils, 1962).
The definition of Kluckhohn emphasizes the explicit and implicit character of
values typical for an individual or group:
Values arent only in wishes, but quite more
in needs, respectively they arent only in what
we wish for, but also in what we feel as right
and proper to want for ourselves and others.
In fact, values are abstract standards that overcome impulses of the moment and transient
situations (Kluckhohn, 1965). According to
this, values represent certain standards, concepts, criteria and believes for the desired
goals of human existence; individual and joint
ways of behavior and social relations. Even
authors define values as lasting or relatively
lasting dispositions of the individual so as to
notice, interpret and evaluate certain objects
in a way seemingly desirable and according
to such experience behave to them. (Rayk and
Edkok, 1978, Serpel, 1978).
The famous explorer of values Rokeach
(Rokeach, 1973) has identified two important
functions of values. One of these functions
represents the standards managing our behavior, and the other, called motivational, regards
to the components expressing our tendency
for acquiring values (for example, we tend to
be honest and solidary). In this regard, the tendency for fulfilling represents a human need.
The implied determinations show that values
contain three important components: cognitive
(value as a concept), affective (value as something desirable) and conative (value as criteria
for selection). Such provisions have shown
to be fruitful and suitable for sociological
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Note: AP adolescents learning religious subjects and ethics; AE adolescents learning ethics; AH
adolescents learning neither ethics, nor religious subjects; * - statistically significant differences among the
groups on a level of 0.05 (p<0.05) after using of Bonferroni post-hoc test; ** - statistically significant differences among the groups on a level 0.01 (p<0.01) after
using of Bonferroni post-hoc test. Higher arithmetic
mean (M) means highly ranked instrumental value.
Note: AP adolescents learning religious subjects and ethics; AE adolescents learning ethics; AH
adolescents learning neither ethics, nor religious subjects; * - statistically significant differences among the
groups on a level of 0.05 (p<0.05) after using of Bonferroni post-hoc test; ** - statistically significant differences among the groups on a level 0.01 (p<0.01) after
using of Bonferroni post-hoc test. Lower arithmetic
mean (M) means highly ranked terminal value.
Note: AP adolescents learning religious subjects and ethics; AE adolescents learning ethics; AH
adolescents learning neither ethics, nor religious subjects; * - statistically significant differences among the
groups on a level of 0.05 (p<0.05) after using of Bonferroni post-hoc test; ** - statistically significant differences among the groups on a level 0.01 (p<0.01) after
using of Bonferroni post-hoc test. Lower arithmetic
mean (M) means highly ranked terminal value.
3. DISCUSSIONS
According to the results gained we can
conclude that there are life styles highly ranked
by all groups of surveyors. Those are: family
orientation, individualistic orientation and Promethean activity. Family is highly ranked by
all of the surveyors because adolescents subjectively feel the need for creating and maintaining a family. Individualistic orientation
isnt accidentally among the highly ranked by
all of the surveyors because adolescence is a
period when young people are aimed at themselves and personal independence and welfare. Such results are also accordance with the
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and pleasure in life is also of large significance to them. From the instrumental values,
this group of surveyors prefersdecisiveness
and logics significantly more than the other
two groups of surveyors, and significantly less
than three groups of survey or give importance to competing, generosity, cooperation,
helping and honesty. They prefer capability
significantly more than adolescents learning
religious subjects and ethics, but less than
adolescents learning ethics. This group of surveyors, unlike the other two groups, prefers
significantly more following terminal values:
exciting life and economic welfare, and significantly less: social justice, equity and peace in
the world. Self-respecting and pleasure prefer
more than adolescents learning religious subjects and ethics, but less than adolescents with
learning ethics. Peace of mind they appreciate
more than adolescents learning ethics, but significantly less than adolescents learning religious subjects and ethics.
4. CONCLUSIONS
The studying of the values and value
orientations is especially important in the
adolescent age, because it is the period of the
ontogenesis when a development of value orientations happens enabling their functioning
as a separate system. They especially affect
the persons orientation and her active social
position. Many value orientations are formed
just in the adolescent period because young
people are more susceptible to social and culture changes in society.
The shown differences in value orientations, instrumental and terminal values among
adolescents with different education type are
enough to conclude that there is statistically
significant difference between value orientations in adolescents depending on their education type, respectively depending on the fact
they learn ethics or religious subjects or, such
subjects arent included in their lectures.
It is obvious that value orientations in
adolescents are subjected to changes in the
last years, and this will surely affect the future
of society in general, because nowadays adolescents are the future intellectual resources of
our earth. That is why the researches of this
problem are important for the total society.
They show the social, cultural and spiritual
changes happening among young and with
this in society. So, the main mission of educational institutions must be directed towards
creating of conditions for full development of
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