Value Priorities of Public and Private University Students

Mehmet Fatih Yigit

doi:10.46303/ressat.02.01.1

Abstract

In this study, the aim of the study is to find out whether there is a statistically significant difference between value priorities of public and private universities in Turkey. This is a quantitative study using ANOVA for the analysis of the data. The results suggest that private university students show greater tendency towards universalism, power, tradition, conformity, and hedonism compared to the public university students, while the public university students showed greater sensitivity to benevolence compared to the private university students. The test results also showed that the education level of mothers do not have a significant effect on value priorities of both public and private university students, while father's education has significant effect on the perception of power.

Highlights

Values are defined as being the social representations of basic motivational goals that play important roles in guiding people and their lives (Rokeach 1973; Rohan 2000)
There was a significant effect of the school type on the motivational type of value universalism that included single values broadminded, wisdom, social justice, equality, a world at peace, a world of beauty, unity with nature, and protecting the environment at the p
The results suggest that while there are statistically significant differences for most of the motivational types of values, there are some values that did not show a significant difference

Summary

Introduction

Values are defined as being the social representations of basic motivational goals that play important roles in guiding people and their lives (Rokeach 1973; Rohan 2000). The meaning of values and beliefs in a person’s life is so important that they demonstrate attractive actions and as a result motivate and direct behavior of that person (Feather 1995; Mauch and Tarman, 2016). Research on the role of values on one’s life has shown that the values a person holds predict his level of social contact with other people who are not the member of their communities (Sagiv and Schwartz 1995). Carter and Pieterse 2004; McCollum 2005; Yigit, 2016; Yigit and Tarman, 2016) These studies tell us that the value students bring with them to university have significant effects on their behaviors. The values related to selfdirection and security might be represented more deeply, as in the United States, compared to the collectivist countries where values related to tradition and universalism are attached more importance, as in Turkey (Tarman, 2012; 2016; Yigit and Tarman, 2013)

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Conclusion