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Personal values and academic achievement.

Michele Vecchione1, Shalom S H Schwartz2

  • 1Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, Italy.

British Journal of Psychology (London, England : 1953)
|January 17, 2022
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Summary
This summary is machine-generated.

Basic values like self-direction of thought and conformity to rules predict higher academic achievement in Italian high school students. These values influence grades through motivation and classroom behavior, respectively.

Keywords:
Schwartz's basic valuesacademic achievementattendance ratesclassroom conductintelligencescholastic successschool grades

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Area of Science:

  • Psychology
  • Educational Psychology

Background:

  • Basic values are recognized as key predictors of academic success.
  • Previous research has understudied the specific domains of self-direction and conformity.
  • Refined value theory distinguishes between independence of thought/action and compliance with rules/interpersonal harmony.

Purpose of the Study:

  • To investigate the predictive role of basic values, specifically self-direction and conformity, on academic achievement.
  • To examine the distinct pathways through which different facets of self-direction and conformity influence academic outcomes.

Main Methods:

  • Two studies involving Italian high school students (N=234 and N=215) were conducted.
  • Academic achievement was measured by grades, attendance, and classroom conduct.
  • Values were assessed using the PVQ-40 and PVQ-RR, alongside measures of academic motivation and teacher evaluations.

Main Results:

  • Self-direction of thought and conformity to rules positively correlated with higher grades.
  • Self-direction of thought predicted grades via autonomous academic motivation.
  • Conformity to rules predicted grades through improved teacher-evaluated classroom behavior.

Conclusions:

  • Specific dimensions of self-direction (thought) and conformity (rules) are significant predictors of academic achievement.
  • The pathways linking these values to achievement differ, highlighting the importance of autonomous motivation and rule compliance.
  • Other values like hedonism and stimulation showed negative associations with academic success.