Abstract
The main goal of the study is to analyse a rarely investigated relationship between leisure-time activities and Schwartz’s 10 basic values in adolescents. The sample included 1,349 Serbian high-school students (44% boys; 62% vocational schools). The leisure-time questionnaire consisted of groups of items related to hobbies, sports, following different themes/shows in the media (TV, Internet, magazines), listening to music, going out, attending cultural and sports events, activities on the Internet and social networking sites usage. Values (Self-direction, Stimulation, Hedonism, Achievement, Power, Security, Conformity, Tradition, Benevolence and Universalism) were examined by the PVQ21 questionnaire. Factor analysis yielded seven factors of leisure activities (45.96% explained variance), defined by the following contents: pop culture; music, culture & arts; movies, TV shows and the internet; science & politics; IT; going out; sports. Correlation analysis showed that the assessment of different activities was significantly related to the distinctive sets of basic values, which was additionally confirmed by multiple regression analysis including basic values as predictors and demographic variables as controls. The main conclusion of the research is that values are important motivators of activities during free time and that different values are mostly expressed through different activities, but also that different activities can be motivated by the same basic values.
Highlights
IntroductionValues are understood as important abstract ideals serving as guiding principles in life (Feather, 1995; Maio, 2017; Rokeach, 1973; Schwartz, 1992)
The identified seven leisure factors are similar to those detected in previous local research (Stepanović et al, 2009; Stepanović Ilić et al, 2019)
If we interpret this as an indication of stability of adolescents’ behavioural assessment patterns, these freely chosen activities should be related to distinct needs and a meaningful relationship with basic values could be expected
Summary
Values are understood as important abstract ideals serving as guiding principles in life (Feather, 1995; Maio, 2017; Rokeach, 1973; Schwartz, 1992). They are conceptualized in various ways – as way of life preferences (Morris & Jones, 1955), personality type (Vernon & Allport, 1931), actions (Adler, 1956), beliefs (Rokeach, 1973), etc. Schwartz’s value theory (Schwartz, 1992; Schwartz & Bilsky, 1987) has been one of the most influential theories in this field. It has been validated in more than 60 countries (Schwartz, 1992; 1994), most recently in 49 cultural groups (Schwartz & Cieciuch, 2021). Values are defined as “trans-situational goals, varying in importance, that serve as guiding principles in the life of a person or other social entity” (Schwartz, 1994, p. 21) and treated as an expression of three universal requirements of human existence: the needs of individuals as biological organisms (e.g., pleasure), coordinated social interactions (e.g., honesty), and group survival (e.g., obedience) (Schwartz, 1992; Schwartz et al, 2012; Schwartz & Cieciuch, 2021)
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