Comparative Analysis of Students' Value Orientations in the Context of Urbanization
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Anahtar Kelimeler:
student values, urbanization, territorial differences, gender factor, typology of values, Schwartz, axiology of education.Özet
The article presents a comprehensive comparative analysis of the value orientations of student youth of Kazakhstan in the context of urbanization and socio-cultural differentiation. The purpose of the study was to identify the influence of territorial origin, region of study, and gender on the structure of students' basic values, as well as to develop a typology of value attitudes rooted in various social and cultural contexts. The empirical base included data from a survey of 412 students from four Kazakhstani universities (Astana, Almaty, Karaganda, Shymkent), conducted on an adapted Schwartz value scale, as well as the results of a content analysis of 16 interviews and 36 written narratives.
The methodological strategy was based on a mixed design using quantitative (ANOVA (analysis of variance), Student's t-test, descriptive statistics) and qualitative analysis (thematic categorization, interpretive reconstruction of meanings). It has been established that students from urban environments tend to be dominated by individualistic and self-actualizing values (independence, achievement, hedonism), while rural students demonstrate the priority of normative and traditional attitudes (security, tradition, conformity). Gender analysis revealed significant differences in women's orientation toward safety and social empathy and men's orientation toward independence and self-expression.
Based on the integration of quantitative and qualitative data, a typology of value clusters is proposed: individualistic, conservative-normative, moderate-humanistic, and integrative. The results of the study confirm the hypothesis regarding the differentiating influence of urbanization and regional context on the axiological structure of students. The practical significance of the work lies in the possibility of adapting educational policies and social programs by taking into account the identified value profiles.
Referanslar
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