The Structure of Value Orientations Among Students in Professional Pre-Higher Education 0 0
DOI:
https://doi.org/10.32999/2663-970X/2026-16-3Keywords:
value orientations, personality, pedagogical education, experiment, factor analysis, confirmatory factor analysis (CFA), confirmatory experiment, statistical modelingAbstract
The aim of the study is to examine the structure of value orientations among students enrolled in professional pre-higher education programs in pedagogy. Methods. The study of the structure of value orientations of young people is based on the ideas of existential-humanistic psychology, the value-oriented development of the individual, their self-actualization and autonomy, as well as on the idea of the interconnection and interdependence of psychological processes, which is comparable to the systemic approach in psychology. The total sample of the study comprised n=107 students in professional pre-higher education in pedagogy. The sample consisted of students aged 16–19 years (M = 16.44; SD = 2.237) and was formed using random sampling. The value orientations of the participants were assessed using the Portrait Values Questionnaire (PVQ-40; Schwartz, 1992), adapted by I. Semkiv (Boyko-Buzyl et al., 2025), which assesses the ten basic values proposed in Schwartz’s theory. The data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). Results. Factor analysis identified three complementary dimensions within the value structure. The first – “Self-Transcen- dence and Personal Autonomy” (F1) – combines openness to change with a humanistic orientation and psychological well-being. The second – “Social Status and the Desire for Influence” (F2) – reflects the motivation for achievement and leadership. The third – “Traditionalism and Normative Regulation of Behavior” (F3) – characterizes an orientation toward social norms, cultural continuity, and maintenance of social order. The second and third factors fully correspond to the motivational blocks of Self-Enhancement and Conservation, theoretically described by researchers. In turn, the first factor integrates values that, in the classical model, belong to different sectors of the mo- tivational space, forming a new latent construct that can be defined as humanistic-autonomous self-realization. Discussion and conclusions. The study confirmed the hypothesis that the value orientations of students in professional pre-higher education in pedagogy have a certain structure, whose elements mutually complement each other, thereby acquiring systemic quality. The obtained factor structure demonstrates a high level of integration of the value system and mainly reproduces the classical circumplex model of S. Schwartz. The results of the confirmatory factor analysis empirically confirm the effectiveness of the observed three-factor model of value orientations of young people studying in institutions of professional pre-higher education in pedagogy.
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