Özet:

Recent development psychology studies conducted in the framework of values and children’s value gain have shown that even in the early years of middle childhood, children’s values priorities can be formed. Parents, the primary actor in the socialization process, play an important role in the development of their children’s values. This study examined how much parents-child couples show similarities in terms of Schwartz’s 10 value types. For this purpose, the ages of living in Ankara are 6 to 11 (Ort. = 8.5, SS = 1.23) 172 students and mothers of primary school 1st, 2nd, 3rd and 4th classes were included in the study. For the purpose of measuring the values of mothers, the Portrait Values Survey was used, while for the purpose of measuring the values of children, the Portrait Based Values Survey for Children was used. The findings have shown that the highest values of success, safety and self-righteousness and self-righteousness and conservation are important for mothers. In contrast, the values of tradition, charity and universality for children, and the highest values of selfishness and conservation, have been found to be priorities. It has also been shown that the values of parent-child couples are generally low similarities and the priority rankings of their values are different from each other. In addition, research findings have shown that the value similarity of the mother-child couples is related to the mother’s educational level and total monthly income, and that these relationships vary according to the child’s age. The mother’s educational level and total monthly income are not related to the value similarity of the mother-child couples in the small age group, while the value similarity of the mother-child couples in the big age group is negatively related. Similarly, the relationship between the mother’s educational level and the total monthly income and the value similarity of the mother-child couples has also been shown to vary according to the child’s gender. The mother’s level of education and the total monthly income are not related to the value similarity of the mother-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl-girl. As a result, it is believed that the findings obtained can provide information about the transition of values between generations and can provide guidelines in the arrangement of the curriculum relating to the education of values in schools.

Özet:

Recent developmental psychology studies conducted within the context of values and children’s value acquisition have shown that even during the early years of middle childhood, children’s value priorities can occur. Parents, who are the primary actors in the socialization process, play an important role in the value development of their children. In this study, the similarities between mother–child dyads in terms of the 10 value types of Schwartz were examined. For this aim, a total of 172 mothers and their children between ages 6–11 (M = 8.5, SD = 1.23) years attending 1st, 2nd, 3rd, and 4th grade in primary schools in Ankara were included in this study. The Portrait Value Questionnaire was used to assess mothers’ values, and the Picture-Based Value Survey was used to assess children’s values. The findings showed that mothers gave priority to the values of achievement, security, and self-direction and high-order values of self-enhancement and conservation. In contrast, it was found that children gave priority to the values of tradition, benevolence, and universality and higher-order values of self-transcendence and conservation. Furthermore, it was seen that the values of the mother–child dyads had lower similarities, and the order of the priority of the value types differed from each other. In addition, our findings revealed that there were significant relationships among the mother’s education, total monthly income, and mother–child value similarity, which varied according to the age of the child. While the mothers’ education and total monthly income were not associated with the mother–younger child value similarity, these were negatively associated with the mother–older child value similarity. Similarly, it was observed that the relationship among the mothers’ education, total monthly income, and mother–child value similarity also varied according to the gender of the child. While the mothers’ education and total monthly income were not associated with the mother–son value similarity, these were negatively associated with the mother–daughter value similarity. In conclusion, it is thought that these findings can provide information about the intergenerational transfer of values and provide guiding clues for the regulation of curriculum related to value education in schools.

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