expository essay on importance of value education for adolescent

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Importance of Value Education

Updated on
Jan 18, 2024

What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Let’s understand the importance of value education in schools as well as its need and importance in the 21st century.

Here’s our review of the Current Education System of India !

This Blog Includes:

Need and importance of value education, purpose of value education, importance of value education in school, difference between traditional and value education, essay on importance of value education, speech on importance of value education, early age moral and value education, young college students (1st or 2nd-year undergraduates), workshops for adults, student exchange programs, co-curricular activities, how it can be taught & associated teaching methods.

This type of education should not be seen as a separate discipline but as something that should be inherent in the education system. Merely solving problems must not be the aim, the clear reason and motive behind must also be thought of. There are multiple facets to understanding the importance of value education.

Here is why there is an inherent need and importance of value education in the present world:

It helps in making the right decisions in difficult situations and improving decision-making abilities.
It teaches students with essential values like kindness, compassion and empathy.
It awakens curiosity in children developing their values and interests. This further helps in skill development in students.
It also fosters a sense of brotherhood and patriotism thus helping students become more open-minded and welcoming towards all cultures as well as religions.
It provides a positive direction to a student’s life as they are taught about the right values and ethics.
It helps students find their true purpose towards serving society and doing their best to become a better version of themselves.
With age comes a wide range of responsibilities. This can at times develop a sense of meaninglessness and can lead to a rise in mental health disorders, mid-career crisis and growing discontent with one’s life. Value education aims to somewhat fill the void in people’s lives.
Moreover, when people study the significance of values in society and their lives, they are more convinced and committed to their goals and passions. This leads to the development of awareness which results in thoughtful and fulfilling decisions.
The key importance of value education is highlighted in distinguishing the execution of the act and the significance of its value. It instils a sense of ‘meaning’ behind what one is supposed to do and thus aids in personality development .

In the contemporary world, the importance of value education is multifold. It becomes crucial that is included in a child’s schooling journey and even after that to ensure that they imbibe moral values as well as ethics.

Here are the key purposes of value education:

To ensure a holistic approach to a child’s personality development in terms of physical, mental, emotional and spiritual aspects
Inculcation of patriotic spirit as well as the values of a good citizen
Helping students understand the importance of brotherhood at social national and international levels
Developing good manners and responsibility and cooperativeness
Promoting the spirit of curiosity and inquisitiveness towards the orthodox norms
Teaching students about how to make sound decisions based on moral principles
Promoting a democratic way of thinking and living
Imparting students with the significance of tolerance and respect towards different cultures and religious faiths

There is an essential need and importance of value education in school curriculums as it helps students learn the basic fundamental morals they need to become good citizens as well as human beings. Here are the top reasons why value education in school is important:

Value education can play a significant role in shaping their future and helping them find their right purpose in life.
Since school paves the foundation for every child’s learning, adding value-based education to the school curriculum can help them learn the most important values right from the start of their academic journey.
Value education as a discipline in school can also be focused more on learning human values rather than mugging up concepts, formulas and theories for higher scores. Thus, using storytelling in value education can also help students learn the essentials of human values.
Education would surely be incomplete if it didn’t involve the study of human values that can help every child become a kinder, compassionate and empathetic individual thus nurturing emotional intelligence in every child.

Both traditional, as well as values education, is essential for personal development. Both help us in defining our objectives in life. However, while the former teaches us about scientific, social, and humanistic knowledge, the latter helps to become good humans and citizens. Opposite to traditional education, values education does not differentiate between what happens inside and outside the classroom.

Value Education plays a quintessential role in contributing to the holistic development of children. Without embedding values in our kids, we wouldn’t be able to teach them about good morals, what is right and what is wrong as well as key traits like kindness, empathy and compassion. The need and importance of value education in the 21st century are far more important because of the presence of technology and its harmful use. By teaching children about essential human values, we can equip them with the best digital skills and help them understand the importance of ethical behaviour and cultivating compassion. It provides students with a positive view of life and motivates them to become good human beings, help those in need, respect their community as well as become more responsible and sensible.

Youngsters today move through a gruelling education system that goes on almost unendingly. Right from when parents send them to kindergarten at the tender age of 4 or 5 to completing their graduation, there is a constant barrage of information hurled at them. It is a puzzling task to make sense of this vast amount of unstructured information. On top of that, the bar to perform better than peers and meet expectations is set at a quite high level. This makes a youngster lose their curiosity and creativity under the burden. They know ‘how’ to do something but fail to answer the ‘why’. They spend their whole childhood and young age without discovering the real meaning of education. This is where the importance of value education should be established in their life. It is important in our lives because it develops physical and emotional aspects, teaches mannerisms and develops a sense of brotherhood, instils a spirit of patriotism as well as develops religious tolerance in students. Thus, it is essential to teach value-based education in schools to foster the holistic development of students. Thank you.

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Types of Value Education

To explore how value education has been incorporated at different levels from primary education, and secondary education to tertiary education, we have explained some of the key phases and types of value education that must be included to ensure the holistic development of a student.

Middle and high school curriculums worldwide including in India contain a course in moral science or value education. However, these courses rarely focus on the development and importance of values in lives but rather on teachable morals and acceptable behaviour. Incorporating some form of value education at the level of early childhood education can be constructive.

Read more at Child Development and Pedagogy

Some universities have attempted to include courses or conduct periodic workshops that teach the importance of value education. There has been an encouraging level of success in terms of students rethinking what their career goals are and increased sensitivity towards others and the environment.

Our Top Read: Higher Education in India

Alarmingly, people who have only been 4 to 5 years into their professional careers start showing signs of job exhaustion, discontent, and frustration. The importance of value education for adults has risen exponentially. Many non-governmental foundations have begun to conduct local workshops so that individuals can deal with their issues and manage such questions in a better way.

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Value of Education Essay

500 words essay on value of education.

Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.

Value Of Education Essay

Importance of Education

Education makes people independent. Furthermore, it increases knowledge, strengthens the mind, and forms character. Moreover, education enables people to put their potentials to optimum use.

Education is also a type of reform for the human mind. Without education, the training of the human mind would always remain incomplete.

Education makes a person an efficient decision-maker and a right thinker. Moreover, this is possible only with the help of education. This is because education acquaints an individual with knowledge of the world around him and beyond, besides teaching the individual to be a better judge of the present.

A person that receives education shall have more avenues for the life of his choice. Moreover, an educated person will be able to make decisions in the best possible manner. This is why there is such a high demand for educated people over uneducated people for the purpose of employment .

Negative Impact of Lack of Education

Without education, a person would feel trapped. One can understand this by the example of a man who is confined to a closed room, completely shut from the outside world, with no way to exit it. Most noteworthy, an uneducated person can be compared to this confined man.

Education enables a person to access the open world. Furthermore, a person without education is unable to read and write. Consequently, a person without education would remain closed to all the knowledge and wisdom an educated person can gain from books and other mediums.

The literacy rate of India stands at around 60% in comparison to more than 80% literacy rate of the rest of the world. Moreover, the female literacy rate is 54.16% in accordance with the 2001 population census. These figures certainly highlight the massive problem of lack of education in India.

To promote education, the government of India takes it as a national policy. The intention of the government is to target the very cause of illiteracy. As such, the government endeavours to eradicate illiteracy, which in turn would lead to the eradication of poverty .

The government is running various literacy programmes like the free-education programme, weekend and part-time study programme, continuing education programme, mid-day meal programme, adult literacy programme, etc. With the consistent success rate of these programmes, hopefully, things will better.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of Value of Education Essay

Education is one of the most effective ways to make people better and more productive. It is a tool that can make people easy to lead but at the same time difficult to drive. Education removes naivety and ignorance from the people, leaving them aware, informed, and enlightened.

FAQs For Value of Education Essay

Question 1: What is the importance of education in our lives?

Answer 1: Having an education in a particular area helps people think, feel, and behave in a way that contributes to their success, and improves not only their personal satisfaction but also enhances their community. In addition, education develops the human personality and prepares people for life experiences.

Question 2: Explain the meaning of true education?

Answer 2: True education means going beyond earning degrees and bookish knowledge when it comes to learning. Furthermore, true education means inculcating a helping attitude, optimistic thinking, and moral values in students with the aim of bringing positive changes in society.

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Importance of Value Education

Value education is a crucial element of holistic learning that extends beyond academic achievement. It shapes individuals’ character, instills ethical principles, and helps them make responsible decisions. In an increasingly complex world, where children are exposed to a myriad of influences, value education becomes the foundation for fostering integrity, respect, and empathy, helping young minds grow into well-rounded individuals.

The importance of value education lies in its ability to create a balance between intellect and character. It supports children in developing interpersonal skills, reducing behavioral issues, and cultivating a sense of responsibility toward others. Through thoughtful curriculum design and role modeling, schools can create environments that empower students to adopt positive behaviors that extend well beyond the classroom.

Core Values in Education

What are core values.

Core values are the fundamental beliefs that influence how individuals behave and interact with others. They include concepts such as honesty , respect , empathy , responsibility , and compassion . These values help individuals form strong relationships and make positive contributions to their communities. In education, core values are integrated into learning to support students’ development as responsible and ethical individuals.

Importance of Integrating Core Values in the Curriculum

Integrating core values into the educational curriculum is crucial for developing well-rounded students. It goes beyond academic success and contributes to a child’s overall development. When schools prioritize values in education, students learn essential life skills that prepare them for real-world challenges.

A values-based curriculum benefits not just the individual student but also society as a whole by creating future citizens who are morally grounded and socially responsible.

Role of Family, Community, and School in Instilling Values

The collaboration of family, community, and school creates a holistic approach to value education, ensuring that children receive consistent and meaningful lessons about how to live ethically and responsibly.

Moral and Ethical Development

How value education fosters moral growth.

Through these lessons, students learn to navigate complex moral dilemmas and make decisions that align with their values.

Differentiating Moral and Ethical Values in Education

Impact on decision-making and critical thinking.

One of the key benefits of value education is its impact on decision-making and critical thinking . When students are taught to consider the ethical and moral implications of their choices, they develop the ability to make well-informed and responsible decisions.

Emotional Intelligence and Empathy

Emotional intelligence (EI) is the ability to recognize and understand one’s own emotions and those of others. It is closely linked to value education because values such as empathy and compassion are key components of emotional intelligence. By developing EI, students learn to manage their emotions effectively and build strong interpersonal relationships.

Connection Between Value Education and Emotional Intelligence

Through the development of EI, students become more emotionally resilient and better equipped to navigate social challenges.

Role of Empathy in Personal and Social Relationships

Empathy is a core value that significantly impacts both personal and social relationships. It allows individuals to understand and share the feelings of others, leading to more meaningful and supportive relationships. In a school setting, teaching empathy helps create an environment where students treat one another with kindness and respect.

Teaching Methods for Fostering Empathy in Children

There are several effective methods for teaching empathy in children, many of which can be incorporated into the classroom.

By integrating these methods into the curriculum, educators can help children develop the empathy necessary for positive social interactions.

Social Responsibility

Importance of teaching social responsibility in schools.

Teaching social responsibility helps students recognize the impact of their actions on society and motivates them to contribute positively to their communities. It fosters a sense of accountability and encourages students to take an active role in solving societal problems.

By instilling these values, schools can help shape a generation of responsible citizens who are committed to making a positive impact on the world.

How Value Education Cultivates a Sense of Community Service

Through these activities, students learn to appreciate the value of giving back and helping others.

Examples of Value-Based Activities Promoting Social Responsibility

Schools can incorporate a variety of value-based activities that promote social responsibility. These activities not only teach students about their role in society but also give them practical opportunities to make a difference.

Enhancing Interpersonal Skills

Interpersonal skills are the abilities that help individuals interact effectively with others. Value education plays a crucial role in enhancing these skills by teaching students the importance of communication , teamwork , and conflict resolution .

How Value Education Improves Communication and Teamwork

Value education fosters the development of communication and teamwork skills by promoting values such as respect , tolerance , and empathy . These skills are essential for building strong relationships and working effectively in group settings.

Role of Values in Conflict Resolution

Values such as empathy , patience , and understanding are critical for effective conflict resolution. By teaching these values, educators help students develop the skills needed to navigate disagreements and find peaceful solutions to conflicts.

By teaching these values, schools create a more peaceful and respectful learning environment where conflicts are resolved constructively.

Fostering Leadership and Collaboration Through Value-Based Education

Cultural awareness and respect.

In a world that is becoming increasingly interconnected, teaching cultural awareness and respect is more important than ever. Value education plays a significant role in fostering understanding and appreciation of diverse cultures. By promoting cultural diversity in schools, students learn to value differences and build connections across cultural lines.

Promoting Cultural Diversity Through Value Education

This exposure to cultural diversity helps children understand that differences should be celebrated rather than feared.

Teaching Respect for Differences in Opinions, Traditions, and Beliefs

A key component of value education is teaching students to respect differences in opinions, traditions, and beliefs. By learning to respect others, students build a sense of empathy and tolerance, which are essential for healthy interactions in a multicultural world. Respect fosters peaceful coexistence and enables students to work effectively with people from diverse backgrounds.

Benefits of Cultural Understanding in a Globalized World

In a globalized world, cultural understanding is essential for building stronger communities and economies. Students who develop cultural awareness are better prepared to succeed in a world that values diversity. They can communicate effectively across cultural barriers, making them valuable assets in the workforce.

By teaching cultural awareness and respect, value education helps students thrive in an interconnected world.

Reducing Behavioral Issues

Role of value education in reducing bullying and aggression.

One of the most powerful ways value education combats bullying is by fostering a school culture where respect and empathy are valued. When students are taught to understand and appreciate their peers’ emotions, they are less likely to engage in bullying or aggressive behavior. Instead, they learn to resolve conflicts peacefully.

By integrating these values into the school culture, schools can create a safer and more supportive environment for students.

Promoting Positive Behavior Through a Values-Based Approach

This values-based approach not only reduces behavioral issues but also promotes a more cooperative and inclusive school environment.

Case Studies of Schools Successfully Reducing Behavioral Issues

In another case, a school in the U.S. implemented a program that focused on empathy-building activities , where students regularly engaged in group discussions and role-playing exercises. This helped students understand the emotional impact of their actions, resulting in a marked decrease in bullying incidents.

By focusing on value education, these schools were able to create a more positive and respectful school culture.

Integration in Curriculum

Methods of incorporating value education in formal curriculum.

There are various ways schools can integrate value education into their curriculums. The goal is to ensure that students are consistently exposed to values-based lessons in different subjects.

By using these methods, teachers can weave value education into everyday lessons, making it a natural part of the learning process.

Role of Extracurricular Activities in Teaching Values

Successful global examples of value-integrated curriculums.

Many countries have recognized the importance of value education and have successfully integrated it into their curriculums. For example, in Finland , schools emphasize empathy , community involvement, and personal responsibility as part of their national curriculum. In Japan , value education is embedded in school activities, where students are responsible for cleaning classrooms and serving meals, instilling values like discipline and teamwork .

Teacher’s Role in Value Education

Influence of teachers as role models.

Teachers are powerful role models for students. By demonstrating values such as respect , integrity , and kindness , they inspire students to adopt similar behaviors. Students learn from their teachers’ actions, not just their words, making it essential for teachers to embody the values they teach.

Teaching Strategies for Effective Value Education

These strategies make value education more engaging and help students internalize the lessons being taught.

Training and Resources Needed for Teachers to Impart Values Effectively

Long-term impact on society.

Value education has a profound long-term impact on society. By shaping students’ moral and ethical development, it helps create responsible citizens who contribute positively to their communities.

How Value Education Shapes Responsible Citizens

Contribution to peacebuilding and conflict prevention.

Value education also plays a role in peacebuilding and conflict prevention . By teaching students to resolve conflicts peacefully and respect differences, it promotes social harmony. This helps reduce the likelihood of violence and encourages peaceful coexistence.

The Economic and Social Benefits of Value-Based Education

These benefits make value education an essential component of long-term societal development.

Challenges in Implementing Value Education

Resistance from traditional education systems, balancing academic learning and value education, overcoming cultural and social barriers, future of value education, innovations in teaching value education, role of technology in spreading value education, future trends in global value education, what is the purpose of value education, how does value education affect emotional intelligence, why is value education important in schools, how can teachers contribute to value education, what are the long-term benefits of value education, sherry lane.

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Values Stability And Changes For Adolescents From Different Generations

Self-determination in the value system is the key developmental task in adolescence. The aim of our research was to study the cohort differences and stability in the value sphere in adolescence. Methods: Sh. Schwartz's questionnaires - Portrait Values Questionnaire (PVQ) and Portrait Values Questionnaire-Revised (PVQ-R), were used. The data consists of 3 cohort samples of adolescents: the first sample was gathered in 1997-1998, the second one – in 2003-2005; the third - in 2018. The gender composition included 52% of boys and 48% of girls. The complete data include 727 adolescents aged from 14 to 18; Results: benevolence, achievements, self-direction, and security values are consistently most important; power, tradition values are least important; and security, conformity, universalism and hedonism are in between. Values order for three samples was revealed by cohort comparative analysis. Conclusions: Significant differences in the hierarchy of values of the age cohorts of adolescents by cuts 1997–1998, 2003–2005 and 2018 were revealed. The importance of values of achievement, self-direction and security decreases and the importance of values of benevolence and hedonism increases. Gender differences indicate a tendency of increasing the value of hedonism among men and values of benevolence and security among girls. Keywords: Adolescence cohort differences development value values hierarchy

Introduction

Self-determination is the main goal of personality development in adolescence. Value priorities and value hierarchy is one of the crucial forms of self-determination. Adolescence as the transition period between childhood and adulthood propose many life situations with complicated choices that help to recognize personal value priorities. Social situation of development proposed by Vygotsky ( 1984 ) defines specific social and historical conditions where values develop. Theoretical background of our study was the cultural-historical activity-based approach ( Leontyev, 1981 ; Vygotsky, 1983 ). The starting point was thesis that both variability and stability of the personal values hierarchy and their semantic content are determined by historical development of society, aggregate social practice and achievements of human progress. Our research was aimed to study the adolescent’s personal values in post-industrial, information society in era of globalization and the expansion of intercultural relations and cooperation. The age-psychological approach, which determines the patterns of development of the value sphere of the individual, constituted the theoretical basis of our research. When planning the study, we proceeded, firstly, from the statement that the development of the value-semantic sphere is carried out as the transmission of values from generation to generation. Secondly, the development of the value sphere occurs as a movement from knowledge to conviction, as an ability to be guided in its behavior and activities by the cultural norm that determines the essence of value, and, finally, to conscious acceptance the value system as the basis for constructing one’s life path. Thirdly, in ontogenesis there is a regular development of values and meanings, and, fourthly, the task of constructing the value sphere becomes the developmental task in adolescence and youth. The fundamental characteristic of the modern stage of the history of society is uncertainty and multiplicity, which in turn is determined by its transitivity ( Martsinkovskaya & Dubovskaya, 2018 ). Constructing one’s own value system — as the key developmental task in adolescence in the absence of unity of opinions of various social groups, is an extremely complex process. Adolescents are actively looking for guidance at this stage of their lives to assess what is happening to them and around them. The modern social situation is unfavorable for such searches, since on the one hand, the breaking of the Soviet normative value structure led to a contradiction in the minds of the older generation, and on the other hand, the active generation does not yet have a holistic value picture of the world. The infinity of the individual variants of the life path is connected with the historical context and the socio-cultural situation of development. Social transitivity and a high degree of multiplicity and uncertainty of the social context associated with the acceleration of changes in society and the plurality of simultaneously existing variants of types of societies (available due to globalization and the possibilities of modern communication) determine the high risks of socialization of the individual in adolescence. The task of constructing your own value system that a teenager is facing is changing: if earlier it was about mastering the “right” normative-value structure and rejecting the “wrong”, then now you need to navigate in a variety of ideas and form your own, which determines your personal outlook on life ( Molchanov, 2007 ). The actual task is to monitor the content of the values of the adolescent population and to study the conditions for the development of the personal value structure and the possibilities of its purposeful formation.

Problem Statement

Theoretical analysis of psychological approaches to the study of values and social attitudes, depending on an understanding of their nature, genesis and function in the regulation of human activity, allowed us to identify three main trends. 1. Values - as a product of the development of society and culture, crystallizing the cumulative experience of social practice and determining the vector of development of society at the stage of its historical development. ( Weber, 2002 ; Parsons, 1971 ). Human behavior is determined by the "set" of values that dominate society in accordance with the historical epoch and the socio-cultural situation. The content of values is determined by the specifics of social organization. Value orientations as the highest level of the dispositional system are determined by the system of values of the social community with which the person identifies himself. 2. Values - as motivating attitudes, determined by the nature of satisfaction of basic human needs ( Maslow, 1964 ). Нuman bio-psychological needs are recognized as a source of values. The focus is on the usefulness of things, objects, nature for man. Value is considered as a need, interest, choice and attitude. In neo-Freudian theories ( Fromm, 1968 ) the concept of "value" is close to the concept of "need", and the nature of values does not exclude the influence of society. However, value is appeared as the result of personal development rather than the product of society. Value is understood as a supraindividual reality, and as a primary affective-semantic education, an individual psychological structure ( Leontyev, 2019 ); as a motivating personality structure ( Leontyev, 2019 ). 3. Values are considered as a semantic structures, source and embodiment of personality-significant meanings (Frankl, 1990; Leontyev, 1981 ; Schwartz & Bilsky, 1987 ; Vygotsky, 1983 ). Values are generated in the active interaction of the individual and society, constructing personal meaning and embodying it in human activity, as the personal attitude towards the world, society, nature. Thus, values are the most important internal regulator of the activity and behavior of an individual, determined by the motives, needs, dispositions and meanings of activity, the genesis of which is associated with the internalization of social attitudes, ideals and norms in a socio-cultural historically changing social situation of personality development.

The theory of universal content and structure of values of Schwartz and Bilsky ( 1987 ) considers values as representations of goals, criteria for the selection and evaluation of human actions and events ( Schwartz & Bardi, 2001 ; Schwartz & Sagiv, 1995 ). The theory of universal values opens up the possibility of considering values in the unity of their socio-normative nature, motivational-need and semantic orientation in accordance with the directions of the study of values outlined above. Values should be considered both as motivational attitudes that realize basic human needs, as the human socio-cultural heritage and products of socio-historical development, and as semantic structures, which generally expands the range of their interpretation and creates a basis for highlighting the universal value matrix, determining the genesis and the formation of the value sphere of the personality. The problem is to study which values are universal and do not change with socio-cultural conditions and which values of adolescents change due to changes in the socio-cultural development situation nowadays.

Research Questions

The following questions were raised in the study.

3.1 What values of adolescents are universal and do not change due to changes in socio-cultural and historical conditions of development?

3.2 What values are sensitive to socio-cultural and historical changes, which is a priority for the modern cohort of adolescents, compared with the values of adolescents during the period of “perestroika” and economic stabilization of society?

Purpose of the Study

The purpose of our research was to study the cohort differences in the value sphere of adolescents. We compared adolescent cohorts of 1997–98 (“perestroika”), 2003–2005 (economic stabilization), and 2018 (modern society).

Research objectives included:

1. Identification of the peculiarities of the value priorities of the cohort of Russian adolescents during the perestroika period.

2. Identification of the value preferences of Russian adolescents during the period of economic stabilization.3. Identification of the characteristics of the value sphere of modern Russian adolescents.

4. The definition of universal values that are the same in adolescents of the three cohorts.

5. Identification of cohort differences in teenagers' preferences for values.

6. Studying the gender characteristics of value preferences by adolescents.

Research Methods

Data were collected for three samples - cohort groups: 201 subjects aged 15 to 17 years (47% of young people and 53% of girls), according to data obtained in 1997-98; 133 subjects aged between 14 and 17 years old (51% of young people and 48% of girls), according to data obtained in 2003–2005, 393 of those under study aged between 14 and 18 years old (46% of young people and 54% of girls), according to data obtained in 2018. The complete data include 727 adolescents aged from 14 to 18. Sh. Schwartz's questionnaires - Portrait Values Questionnaire (PVQ) and Portrait Values Questionnaire-Revised (PVQ-R), were used to study the values of adolescents. The PVQ was used in studies of 1997 and 2003, and a revised version of the questionnaire (PVQ-R) in 2018.

Values of modern Russian adolescents

The results of the value hierarchies of the cohort of contemporary Russian adolescents are presented in Table 1 .

As can be seen from the above data for contemporary Russian adolescents, the most significant is the value of benevolence, which is statistically significantly preferred by everyone else (Wilcoxon test, p≤0.05). The value of hedonism was consistently more significant compared with all the values that are lower in the hierarchy. Then, in the hierarchy of values, face and self-direction turn out to be more significant than achievements and other values. This is followed by a pair - achievements and stimulation. Next in rank is security. Further, universalism and a group of values - traditions, humility, conformity. The power is the least important value for adolescents.

Comparative analysis of values hierarchy for cohort samples

The following differences of the hierarchy of values of the two cohorts - the late 90-s and 2003-2005 were revealed (Table 02 ).

Significant differences in the hierarchy of values of the age cohort of adolescents in the cuts of 1999 and 2003-2005 were discovered. The transformation of values is manifested in the increasing importance of values of achievement, benevolence, security, hedonism, conformity and traditions among the generation of the early 2000s. At the same time, there is a tendency to reduce the significance of the universalism. The essential similarity of the hierarchy of values is that values of achievement, benevolence and security, as well as self-regulation, occupy places at the top of the hierarchy, but power and tradition values have a relatively low significance. Gender differences within cohorts, indicating a tendency to increase the value of hedonism for boys and the value of safety for girls, are revealed. The results of the study of value preferences for three cohorts are presented in Table 03 .

The cohort of 2018 is characterized by increase in the significance of the benevolence with a sharp increase of hedonism and a significant decrease in the value of one’s own achievements and security. The importance of face value is growing. There is a significant decrease in the importance of security compared to both previous cohorts. The group of unimportant values still consists of the values of universalism, traditions, humility, conformity and power. Power values are located at the bottom of the hierarchy, with very high consensus for all cohort samples regarding their relatively low importance. Comparative statistical analysis aimed to reveal significant differences for the cohorts of 1998, 2005 and 2018 was not performed, because the different versions of the Schwartz questionnaires were used. The analysis shows that the values of conservation (humility, conformity, tradition, security) are no longer relevant for young people except value face. At the same time, the values of self-assertion, such as hedonism and face play a more significant role. Face in the semantic space is located between the values of preservation and self-affirmation and is associated with the fear of personal humiliation, awareness of the lack of social competencies, i.e. rather, the desire for psychological stability, rather than physical, rather, the desire for psychological stability, rather than physical, which is reflected in the value of security. Orientation towards caring for a close social environment (favor) and striving for non-costly pleasure (hedonism) combined with a decrease in the importance of safety, due to the absence of real dangers other than reputation risks; combined with a decrease in the significance of achievements as a result of one’s own efforts, constitute a new value hierarchy. A cohort analysis revealed gender differences that indicate a tendency of increasing the value of hedonism among young men and values of benevolence and security among girls.

The results of a cohort study of the adolescents allowed us to establish both the differences and the similarity of the hierarchy of value preferences. The transformation of values is as follows. The importance of values of achievement, self-direction and security decreases and the importance of values of benevolence and hedonism increases. The latter gives rise to a contradiction between the social and ego-centric orientation of the individual. The new value hierarchy may be due to the powerful influence of informational socialization, immersion of adolescents in the digital world and the perception of the environment through the prism of the opportunities and dangers that the “digital reality” provides. The similarities and differences in the hierarchy of values in different cohorts are associated with the peculiarities of the socio-cultural situation of historical time, in particular, with specific social situation of development at the macro level for each of the cohort samples of adolescents. A group of teenagers in the cohort of the late 90-s developed in an unstable and dangerous world (a continuing military campaign in Chechnya, widely reported in the press; an increase in terrorist attacks and violence; a low socio-economic income level of the population). This is why security is important to teens. Adolescents 2004-2005 grew up in more stable conditions (cessation of armed operations and peace in Chechnya, lack of terrorist attacks, improvement in the general socio-economic income level of the population), which determined the growth of benevolence while maintaining high value security. 2018 cohort respondents found themselves in a situation of reduced stability (increased financial instability, deterioration of the level of socio-economic well-being of the population, militarization of the public consciousness through the media, etc.) with the increasing importance of consumption. This determined a significant increase in the value of hedonism as a compensatory-defensive life strategy while reducing the significance of the value of achievement. The peculiarities of the hierarchy of values are determined by the age-psychological specificity of the sample, as well as by changing the communication, interaction and cooperation in the virtual space, the transition from generation Y to generation Z, for which the Internet, gadgets, digital reality and means of distant communication are habitat, livelihoods and developmental context. Age-related psychological characteristics - focus on the growth of autonomy and the exploration of the world, determine a rather high significance of self-direction and stimulation values for all cohorts. The similarity of the values order is expressed in the priority of values of benevolence, achievements and self-direction, and in the relatively low significance of the values of power and traditions. The differences and similarity of the order in values hierarchy could be explained by its adaptive functions in meeting the requirements of successful societal functioning. The results of the research are in good agreement with the results of the studies of S. Schwartz. The constancy of the significance of the values of traditions, public security, humility regardless of the characteristics of the socio-cultural situation indicate the universal nature of these values. Comparative analysis of the system of values of different cohort samples of adolescents allows us to consider the values of self-direction, benevolence, achievements, security and universalism as universal, retaining high importance regardless of historical time, gender and personal characteristics, which provides a balanced system of value priorities and creates favourable conditions for personal development.

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Psychology, personality, virtual, personality psychology, identity, virtual identity, digital space

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Karabanova, O. A., Tikhomandritskaya, O. A., Molchanov, S. V., & Dubovskaya, E. M. (2020). Values Stability And Changes For Adolescents From Different Generations. In T. Martsinkovskaya, & V. Orestova (Eds.), Psychology of Personality: Real and Virtual Context, vol 94. European Proceedings of Social and Behavioural Sciences (pp. 361-368). European Publisher. https://doi.org/10.15405/epsbs.2020.11.02.44

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Expository Essay

Expository Essay About Education

A Guide to Writing an Expository Essay about Education

Expository Essay - The Basics

To start off, let's define what is an expository essay.

An expository essay is a type of writing in which the main purpose is to inform the reader about a certain topic or subject. This type of essay should be written in an objective, impartial tone and backed up by facts, statistics, or other reliable sources.

Essays need to have a clear introduction and conclusion so the reader knows what the main points are. They also need to have strong evidence that supports the argument presented throughout the paper.

An expository essay on education would require you to explain any aspect of education. For instance, its benefits or how it can be improved, etc.

Let's now take a look at how you can write an essay about education yourself.

Expository Essay About Education: Writing Steps

Writing an essay would be easier if you follow certain steps. Here are the steps you need to follow to write an engaging and interesting education essay.

Step 1: Brainstorming Ideas

Before you start writing your essay about education, it's important to brainstorm some ideas.

Think about expository essay topics about education that you find interesting or want to learn more about. You should also make sure the topic is relevant and has enough evidence to support it.

Brainstorming will help you create a list of ideas that you can work with as you write your essay. Check out some general expository essay topics to help you brainstorm.

The video below about what is education will help you brainstorm about your topic, so be sure to check it out:

Step 2: Find Out More About Your Topic

Now that you have some ideas, it's time to do some research. Gather reliable sources and read through them to learn more about your topic.

Take notes as you go so that you can refer to them when writing your essay. This will help ensure the information you include in your paper is accurate and up-to-date.

Step 3: Organize Your Ideas

Once you’ve done your research, you should start organizing your ideas. You can do this by creating an outline or using a mind map.

The outline should consist of the main points of your essay and any sub-points that will help you support those points.

An organized structure will make it easier for you to write your paper later on.

Step 4: Start with the Introduction

The introduction is one of the most important parts of your essay. It should capture the reader's attention and introduce them to the topic.

Start by introducing your topic and then provide some background information about it. This will give your readers more context as they move on to the main points of your essay.

Step 5: Write the Body

The body of your paper should be structured around each point from your outline. This is where you will include evidence and examples to support your argument.

Include a few sentences for each point and make sure that they are linked to each other in a logical way.

Each body paragraph should start with a topic sentence that introduces the main idea of the paragraph. Then, use evidence and examples to support your point and make sure that everything is linked logically.

Remember to include in-text citations so that you can give credit to the sources you used.

Step 6: Create the Conclusion

The conclusion is where you wrap up your essay and provide a summary of all the main points. You should also include a call to action or something that will make readers think about what they’ve read.

Make sure to keep it brief and don’t include any new information.

Step 7: Editing and Proofreading

Once you’ve finished writing your essay, it’s time to edit and proofread it to make sure everything is correct.

Check for spelling and grammar mistakes and make sure that the structure of your paper is logical. Also, make sure to read over your paper for any factual errors.

You can also ask a professional essay writer to look at your paper and give you feedback. This can help you identify any issues or mistakes that you may have missed. Taking the time to do this will ensure that your essay is as good as possible.

Now that we know how to write an expository essay, let’s read a few example essays.

Expository Essay About Education Examples

Reading essays can be a great way to learn how to write one yourself.

So, before you start writing your own essay, take some time to read through these expository essay examples on education.

Expository Essay About Education in Time of Pandemic

Expository Essay About Education System in the New Normal

Expository Essay About Importance of Education

Expository Essay About Higher Education

Short Expository Essay Example

Let’s take a look at a short expository essay example on education:

Reading these will help you understand the structure and format of an expository paper better. Check out our blog about expository essay examples if you need samples on other topics.

To wrap up,

Writing an education essay doesn't have to be difficult. By following these steps and taking the time to do your research, you can write a great essay that will capture the reader's attention.

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Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

Design of Values Education in School For Adolescents

The growth and development of values in the students themselves need to be planned, deliberate, and facilitated through education. The ongoing values education tends to ignore the uniqueness of each student. Evidently, the 18 character values developed by the Ministry of Education and Culture are top-down, thus ignoring the personal side of the students. This article attempts to answer the question of what design of values education is appropriate for students entering adolescence. This research is a literature review through library research. Data were analyzed using content analysis. Based on the study of literature, this research reveals that each student has dominant values that are specific and unique so that in its development requires an individual approach. There are two important concepts in developing values for students who are entering the adolescence phase, they are; First, the values is seen, not taught. This concept entails every adult who interact with students should be role-models for the growth of values. Second, values based on environmental education. Like plant seeds which are well developed when they get a good soil, the students' values will grow well when they have the support of values based on environmental education.

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Importance, types, and methods of Value education

What is value education?

Education today is not just confined to textbooks and classrooms. Activities & events taking place in everyday life also play a role in your holistic development. This is where the concept of value education comes into play. Here is everything you need to know about the importance of value education.

An overview to the value education, a life-long foundation , what is the importance of value education , value education in school, what are the different methods of teaching , key takeaways .

Renowned personality Nelson Madela rightly states, “Education is the most powerful weapon through which you can change the world.” However, in this quote, Nelson Mandela referred to two kinds of education: academic education and value education.

In today’s world, where there are several moral crises taking place, the need for value education is essential. Education, as a process, continues throughout life and occurs both, inside and outside the classroom.

If you want to learn more about the importance of value education and its role in your holistic development, keep reading!

Value-based learning is a form of training that emphasizes the personality development of individuals. This type of education allows you to tackle real-life situations with ease, helping you take the reins in shaping your future.

The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations.

Character, citizenship, emotional, and spiritual development are all its forms.

High-quality learning sessions can dramatically alter your personality and character. This form of training also emphasizes responsibility and ethical principles in organizations such as families, education institutions, businesses, and sports.

In today’s world, where moral crises are replete across the globe, the need for value-based learning is slowly gaining recognition. Value education is now seen as a discipline that must be inherent in traditional systems.

Here are some points highlighting the importance of value education in the global training system –

Value education plays an important role in helping you make the right decisions in difficult situations by weighing the different influencing factors. Therefore, such training can significantly improve your decision-making abilities.
The importance of values helps in overall character and personality development. Value training is an excellent way to improve mental & emotional strength. This allows you to realize and work through your emotions and thought processes in healthy and acceptable ways.
Through this excellent tool, you gain the skill of empathy. Empathy involves putting yourself in other people’s shoes (cognitively & emotionally). Empathy is a remarkable skill that can improve your overall ability to resolve conflicts and understand other opinions.
With age, the number of responsibilities you handle will significantly increase. One of the core skills taught by education is knowing how to manage all your responsibilities efficiently.
Finally, the importance of value education is emphasized with the concept of democratic thinking and applying the same practically. It can shape the way you think and respond to societal influences, allowing you to be a mindful citizen of your country.

Once you have learned the importance of this critical subject, the next step is determining what type is more suited to your requirements.

The teaching of values can begin at an early stage (from primary school) to the tertiary stage of learning and beyond. Therefore, finding the right fit for you is as simple as understanding what the different types of opportunities are –

Early age training

Several primary, middle, and high schools around the world are now including value education as a part of the course curriculum. Training to know its importance from an early age is one of the best ways to pick up the skills taught in this training.

Student exchange programs

Student exchange programs or gap year programs are one of the best forms of value education that create a sense of belonging and responsibility amongst pupils. Student exchange programs are also a unique way to explore different cultures and increase your awareness of human behavior & functioning.

This is an excellent opportunity for 1st and 2nd-year undergraduate students.

Workshops for adults

An alarming statistic worth noting is that people who are four to five years into their careers often display signs of irritation, unhappiness, fatigue, and burnout.

The relevance and importance for adults is, therefore, a concept that is now steadily gaining popularity across the global community.

Currently, there are two distinct theories about the unique nature of values. This has given birth to two different types of teaching methodologies, traditional teaching and innovative teaching.

Traditional teaching methods adopt a textbook and classroom-oriented approach to training students on ethics and values. Teachers often interact directly with the students, understanding their concerns one-on-one and answering accordingly.

Classroom activities often include direct presentations, discussions, reading & listening activities, and more.

On the other hand, innovative teaching is a more real-life-oriented approach to studying value education. Innovative teaching methods include practical activities, social situations simulations, and incident learning (sharing life experiences with students).

Often a combination of both traditional and innovative teaching methods is opted for by education systems around the world.

Together, these two types of training help in –

Rejecting discrimination and initiating debate & discussion on moral matters, thereby promoting collaborative leadership.
Emphasizing the idea that change begins with yourself.
Denouncing harmful societal norms and attitudes that stigmatize different cultural groups.
Value education is a discipline that is fundamental to all-around student learning and development.
Understanding the importance can help you gain all the relevant emotional and spiritual tools needed to work in different situations.
The learnings can be spread out across the course of your academic career. You can also opt for special education opportunities designed for a specific age group.
A combined form of the two types of value education training is one of the best ways to make the most of your learning experience.
It is also important to note that value education is a life-long process and is not limited to the classroom.

We hope you enjoyed reading this blog. In case of any queries, reach out to us or drop a comment below!

Liked this blog? Read next: Complete list of 100 graduate schools with low GPA requirements

Q1. Can I learn value education through co-curricular activities?

Answer – Absolutely! Several educational institutions around the world impart value education through co-curricular activities in school, such as creative writing & music. These activities help in enhancing physical, mental, and disciplinary values among students.

Q2. Does value education increase emotional intelligence (EQ)?

Answer – Yes, value education is known to increase emotional intelligence (especially if it is administered at an early age). EQ is a critical factor tested for a wide range of personal, academic, and professional opportunities.

Q3. Will I learn how to socialize better if I study value education?

Answer – Yes, you will! Value education helps you gain a newfound perspective on individuals and groups from different communities & walks of life. This bird’s eye understanding of different people is an excellent way to sharpen your socialization skills.

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What is Importance of Value Education?

In a world driven by technological advancements and rapid change, one essential aspect of education often gets overlooked: value-based education. Ramagya School firmly believes in the importance of value education and its role in shaping well-rounded individuals and future leaders. In this blog, we will delve into the significance of value education and why it serves as the cornerstone of holistic development.

Understanding Value Education

Value education is more than just imparting knowledge; it is about instilling a set of core values and principles in students that guide their behavior, choices, and actions throughout their lives. These values include honesty, respect, empathy, responsibility, integrity, and more. The primary goal of value-based education is to cultivate not just knowledgeable individuals but also morally upright citizens who contribute positively to society.

Importance of Value-Based Education

Character Building: Value-based education is instrumental in character building. It helps students develop a strong sense of right and wrong, promoting qualities such as honesty, integrity, and empathy. These qualities are not only important for personal growth but also for building a harmonious and compassionate society.
Ethical Decision Making: In today’s complex world, ethical dilemmas are commonplace. Value education equips students with the skills to make ethical decisions, even in challenging situations. It encourages critical thinking and a deep understanding of the consequences of one’s actions.
Respect for Diversity: In a globalized world where diversity is celebrated, it’s crucial to foster respect for people from different backgrounds and cultures. Value-based education promotes tolerance and acceptance, teaching students to appreciate diversity and work collaboratively with others.
Empathy and Compassion: Value education teaches students to be compassionate and empathetic towards others. These qualities are essential for building strong interpersonal relationships and addressing social issues effectively.
Leadership and Responsibility: Leaders with strong moral values are the need of the hour. Value-based education nurtures leadership qualities grounded in ethics and responsibility, ensuring that future leaders prioritize the greater good over personal gain.
Conflict Resolution: Conflict is inevitable, but value education equips students with conflict resolution skills. They learn to resolve disputes peacefully, fostering a more harmonious and cooperative society [1] .
Stress Reduction: Understanding and practicing values such as patience and resilience can significantly reduce stress levels among students. It, in turn, leads to better mental health and improved academic performance.

Why Ramagya School Prioritizes Value Education

At Ramagya School, we believe that education should go beyond textbooks and exams. We recognize that the world needs individuals who are not only academically proficient but also morally upright and socially responsible. Here’s why we place such a strong emphasis on value-based education:

Holistic Development: We aim to nurture students who excel not only in academics but also in character. We believe that true success lies in balanced development, and value education is integral to achieving that balance.
Community Building: A strong sense of community is essential for the overall growth of our students. Value-based education helps build a close-knit community of individuals who support and care for each other.
Preparing Future Leaders: Ramagya School envisions its students as future leaders who will bring positive change to society. Our value-based education prepares them to take on leadership roles with integrity and responsibility.
Global Perspective: In an increasingly interconnected world, our students need to be culturally sensitive and globally aware. Value education fosters a global perspective, enabling our students to thrive in diverse environments.
Moral Compass: We believe that a strong moral compass is essential for navigating life’s challenges. Our students are equipped with the ethical foundation to make wise choices and lead moral lives.

In conclusion, the importance of value-based education cannot be overstated. Ramagya School firmly believes that education is not just about acquiring knowledge but also about instilling values that shape individuals into responsible, compassionate, and ethical members of society. Our commitment to value education reflects our dedication to nurturing well-rounded individuals who will make a positive impact on the world.

As we continue our journey of academic excellence, we remain steadfast in our belief that education with values is the key to a brighter, more harmonious future for our students and society as a whole.

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Demonstrating the Value of Values-Based Education

What We Have Learned About Learning from the Beliefs, Events, and Values Inventory (BEVI)

Reference work entry
First Online: 15 November 2023
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Kris Acheson 5 ,
Devi Bhuyan 6 ,
Lindy Brewster 7 ,
Jerry Burgess 8 ,
John Dirkx 9 ,
Steve Grande 10 ,
Shagufa Kapadia 11 ,
Ali Kenny 12 ,
Kees Kouwenaar 13 ,
Terence Lovat 14 ,
Jennifer Ma 15 ,
Wenjuan Ma 9 ,
Yoshie Tomozumi Nakamura 17 ,
Thomas Nielsen 16 ,
Hajime Nishitani 18 ,
Guanglong Pang 9 ,
Christina Raab 19 ,
Craig Shealy 20 ,
Renee Staton 10 ,
Lee Sternberger 21 ,
India Still 22 ,
John Style 23 ,
Ron Toomey 24 &
Jennifer Wiley 25

Part of the book series: Springer International Handbooks of Education ((SIHE))

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The chapter examines the intersection between Values-based Education (VbE) and research conducted by the author team under the auspices of the Beliefs, Events, and Values Inventory (BEVI). BEVI constitutes a mixed methods instrument with potential to ascertain the beliefs, circumstances, and values that underlie the lives of individuals across a wide range of settings and contexts and, hence, are crucial in understanding and effecting optimal teaching, learning, growth, development, and change. As such, the intersection of BEVI with the aims and objectives of VbE offers potential for enhanced understanding and practice.

Because this chapter is based upon long-term programmatic research and practice with contributors serving in overlapping roles, and draws upon theory and data from multiple initiatives over many years, authorship is listed in alphabetical order rather than level or type of contribution.

For purposes of consistency and coherence, aspects of this chapter are derived and/or adapted from (1) Acheson et al. ( in press ), (2) Shealy ( in press ), (3) Shealy ( 2016 ), and (4) the website for the Beliefs, Events, and Values Inventory (BEVI) at www.thebevi.com

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Here is an example of a Google search of “beliefs and values” conducted on June 16, 2022: https://www.google.com/search?q=beliefs+and+values&rlz=1C1CHZN_enUS967US968&oq=beliefs+and+values&aqs=chrome.0.69i59j0i67i433j35i39j0i67j0i512l3j0i433i512j0i512j0i67i433.3182j1j15&sourceid=chrome&ie=UTF-8

To read more about various features of the BEVI (e.g., reliability and validity; the report system), please see https://thebevi.com/about/validity/ as well as Shealy ( 2016 ) and Wandschneider et al. ( 2015 ).

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Acheson, K. et al. (2023). Demonstrating the Value of Values-Based Education. In: Lovat, T., Toomey, R., Clement, N., Dally, K. (eds) Second International Research Handbook on Values Education and Student Wellbeing. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-24420-9_8

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The Role of Education in the Formation of Values and Value Orientations Among Adolescents

2014, International Journal of Cognitive Research in Science Engineering and Education

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Lulzim Murtezani

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Every individual is motivated by a system of value shaped largely through his experience with his socio-cultural environments. Values, as goal of behaviour, regulate a person conduct and mode of thinking. We can understand a person through the knowledge of his values. The aim of present study was to assess and compare the values in adolescents and adults. Two groups of subjects were chosen such that, in one group the age of the participants was below 18 years and in the second group, the age of participants was above 45 years. The first group of subjects were selected from a rural background while in the second group; the subjects were from a mixed i.e. rural as well as urban background. In each group, 50 subjects were chosen randomly for the purpose the participation in the present study. A New Test for Study of Values by Km. Sashi Gilani (1984) was used to study the values of the subjects. Results showed the significant mean difference in the total values of both groups at 0.01 level. It also observed that both of the groups were differ significantly in different areas of values i.e. aesthetic, theoretic, religious, political, economic and hedonistic except only one area i.e. social values.

Diana Antoci

This article reviews a number of theoretical and scientific approaches in respect to specifics of value orientation formation and manifestation in adolescents and youth. The study of value orientations was carried out by review of the scientific positions on describing the process of values formation in ontogenesis, the need of implication in different human activities for development of value orientation in childhood, the impact of the broad range of factors that shape the value orientations, the correlation of values with structural elements of the personality etc. The experimental study initially undertaken in 2015 and repeated in 2019 reflects the specifics of the value orientations dynamics in adolescents and young people within the pre-university and university levels of education system. The content shows up-to-date nature of the research and outlines prospects for further priority in investigative area. System wartości nastolatków i młodych ludzi: przegląd i obecna sytuacja ...

Alberto Rampullo , Claudia Castiglione

The complex and articulated process that defines Self-concept structuring is also characterized by the influences exercised by the culture and the values that distinguish one's own life context. The role of the values, as ideal benchmarks that guide a person's life, are of great significance in the adolescence, a phase in which an individual acquires the competences and the necessary requisites to undertake particular responsibilities and to re-organize one's Self. Age, gender and type of school had an impact on values. The sample is made up of 480 students equally distributed by type of school (Grammar school, Technical Institutes and Vocational Institutes) and by gender. Students attributed more importance to satisfaction and personal enjoyment. They perceived themselves as inclined to pro-sociality and openness to change. Conversely, they have given less priority to the values of the conservatism and personal affirmation. Students of vocational schools have given less priority to the values openness to change, pro-sociality and success than students in grammar and technical schools. Grammar schools students have also perceived themselves slightly more progressive than other students. Females have perceived themselves as more prosocial and open to change, while males have given higher priority to value power, apparently retracing gender stereotypes.

Procedia - Social and Behavioral Sciences

mohammad hassan Asayesh

Proceedings of the 2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

Dholina Inang Pambudi

Junior Scientific Researcher

Jasminka Kochoska

The trends of introducing and securing quality in education have imposed the need for emphasizing the values that the students acquire at school. We have decided to look this subject closely because students have always been the most obvious indicator for the teacher's success, the parents' success and the school's achievement as a whole. That is why we have started the research about the values which direct the students towards proper functioning and development of their personality. The future of our society depends on the student's values, acquired during their schooling. The lessons values in the educational process should be adequately adopted and nurtured. The children have a tremendous power of observing and their feelings are deeply rooted. They always observe their parents and teachers, who are a source of inspiration. Moreover, young people represent a great value to our society, and it is needed a lot of attention and encouragement for further met cognition. Therefore, the most important thing for students is to begin the process of acquiring values from an early age, which would be a solid foundation for their further development and living. Introduction The concept of value can be defined as knowledges and beliefs accepted for a community or its common good. Values are expressed in the form of attitudes considered desirable and right in the everyday life. Studying and acquiring values originally begins in the family, and then continues in the educational institutions. The core values of the students, which are acquired in the first place, are appropriate values taken over from their parents, and later on the ones that the educational system offers in schools. If there is a lack of consistency between the values students learned in school and the family, then conflicts occur, and these situations cause personality disorders (Yaşaroğlu, 2016).

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Gordana Stankovska

Alteridad: Revista de Educación

The hierarchy of values of each subject determines their actions and decisions, adolescence being a key stage for the construction of identity. Thus, the axiological choices of young people will define who they are and will influence their sociocultural coexistence. The present work focuses on analysing the hierarchy of values in adolescent Spanish students, as well as examining whether there are significant differences in their perceptions as a function of the gender variable. A descriptive transectional design is used to analyse the axiological hierarchy of a sample of 248 students from Salesian schools in southern Spain during the academic year2018/2019. The axiological information was collected using a standardized instrument. The results indicate the participants’ favourable assessment of the categories of affective, moral and individual values in the study, while the worst considered were those related with the values of political participation and intellectual. Moreover, significant differences were obtained in the gender variable, women being those who reflect a greater perception of satisfaction scoring higher in all categories. The study concludes that adolescents prioritise values that improve affective relationships, moral coexistence and their identity development. Furthermore, the difference by gender underlines that personal experiences and the characteristics of the context generate different perceptions of values, with axiology having to be worked on in all educational levels.

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How adolescents understand their values: A qualitative study

Iona lewis-smith.

1 School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK

2 Department of Clinical Psychology and Psychological Therapies, Norwich Medical School, University of East Anglia, UK

Shirley Reynolds

An important component of some psychological therapies is the use of clients’ values to motivate behaviour change. Values are understood to be developed during childhood and adolescence but there has been limited exploration of how young people experience values and their function across contexts. This study aimed to explore adolescents’ understanding of the concept of ‘values’ and to elicit their experiences of values. Semi-structured, individual interviews were conducted with 11 adolescents aged 12–17 years. Thematic analysis was used to identify themes. Young people were readily able to discuss the meaning of ‘values’ and their own personal values. Three main themes were identified: (1) what values are (in general, and specific to themselves), (2) where values come from (relationships, education, growing up), and (3) why values are important (prioritising/decision making, reflecting on values is helpful). The adolescents in this study demonstrated an in-depth understanding of the meaning, origins and functions of values. The results suggest young people may welcome and benefit from opportunities to discuss their values, including in therapy.

‘. . . you know your values, but it’s only when you talk about it that you understand where it comes from, how it’s changed’ [Millie, 17].

Values are often assumed to influence the development and expression of attitudes, beliefs, behaviour and wellbeing. Given the breath of their assumed role, research on human values has been conducted across a range of disciplines including sociology, psychology and anthropology. Perhaps unsurprisingly therefore, conceptual definitions of the term ‘values’ are varied ( Rohan, 2000 ). Most psychological research on individuals’ values is based on Schwartz (1992) , who suggested that values are ‘transsituational goals, varying in importance, that serve as guiding principles in the life of a person or other social entity’ ( Schwartz, 1994 , p. 21). Schwartz proposed that individuals’ values are derived from three fundamental needs: biological, social and group survival. He further argued that all human values sit within a circular structure and can be classified using four broad categories: conservation, self-enhancement, openness to change, and self-transcendence ( Schwartz et al., 2012 ).

Values are thought to guide behaviours and remain relatively consistent during adulthood ( Bardi & Schwartz, 2003 ; Vecchione et al., 2016 ), although they can change in response to events or experiences (e.g. Sortheix et al., 2019 ). There is evidence that values develop throughout childhood and adolescence and that the likelihood of value change decreases with age ( Cieciuch et al., 2016 ; Daniel & Benish-Weisman, 2019 ). Young people often have similar values to their family ( Boehnke et al., 2007 ) and value similarity between adolescent friends also suggests that peer relationships influence value development ( Solomon & Knafo, 2007 ).

The Schwartz value structure can be observed in children as young as five ( Lee et al., 2017 ). However, although childhood and adolescence appear to be critical periods in the development of values, there is very little research focussing on the consequences and significance of values in young peoples’ lives. Qualitative methods are well suited to exploration of the personal significance and experience of values but, similarly, there has been very limited qualitative research on values. Thus, a comprehensive understanding of values during adolescence and young people’s experiences of values across contexts is currently missing.

Despite the limited research on how values develop or are experienced, the concept of individual values is central to some psychotherapeutic approaches. For example, in Acceptance and Commitment Therapy (ACT: Hayes et al., 2011 ), Behavioural Activation for the Treatment of Depression (BATD: Lejuez et al., 2001 , 2011 , Narrative Therapy ( Freedman & Combs, 1996 ) and Meaning Therapy ( Wong, 2010 ) it is proposed that values are fundamental to psychological wellbeing and functioning.

Adolescence is an important period in the development of identity and autonomy ( Fleming, 2005 ; Kroger et al., 2010 ) and a period when mental health problems often emerge for the first time ( Kessler et al., 2005 ). Both ACT and BATD have been adapted for adolescents and these adaptations incorporate identifying adolescents’ values to form the basis of behavioural intervention ( Hayes & Ciarrochi, 2015 ; Pass et al., 2015 ). However, although these psychological therapies assume that values are developmentally relevant and important to young people, no research has provided a direct understanding of how young people experience their values and how they understand their function across contexts. Thus, knowing how adolescents conceptualise their values would provide new insights beyond the existing quantitative explorations of values, as well as informing psychotherapeutic approaches that use individuals’ values to enhance psychological wellbeing. Therefore the aim of this study was to gain rich, detailed data on values in the lives of adolescents.

Study design

One-to-one, semi-structured interviews were conducted with young people by the first author. Qualitative thematic analysis methodology ( Braun & Clarke, 2006 ) was used to analyse the interview content. This study adopted a predominately linear-sequential approach to analysis ( Kennedy & Thornburg, 2018 ) because most interviews were conducted before data analysis began; however, field notes from previous interviews were considered when conducting each subsequent interview. Data analysis was heavily data-driven, as opposed to theory-driven, given the paucity of existing qualitative and quantitative examinations of adolescents’ values.

Participants and recruitment

Forty-one adolescents from year 8 and year 12 in a co-educational secondary school with sixth form in Berkshire, UK, were invited to take part in this study. They were contacted following their participation in a school survey conducted by the research team, where students provided consent to receive communications about future research studies. According to the school’s most recent Ofsted report, the majority of pupils at the school were White British and only a small number did not speak English as their first language. There were no exclusion criteria for the study and all participants who opted-in were interviewed. Participants were given an information sheet explaining the study and the need for them (or a parent) to give consent to the research. Parental consent was gained for those participants under the age of 16. Students aged 16 and above provided their own informed consent. All participants consented for their demographics and Short Mood and Feelings Questionnaire (SMFQ; Angold et al., 1995 ) responses collected in the school survey to be used in this study. Ethical approval for the study was obtained from the University of Reading’s School of Psychology and Clinical Language Science Research Ethics Committee.

Eight year 12 students (two males, six females, all White British, average age 16.75 years) and 3 year eight students (all female, all White British, average age 12.33 years) took part. Participant demographics and scores on the SMFQ are presented in Table 1 . Pseudonyms have been used to protect participant confidentiality. Participants’ SMFQ scores ranged from 1 to 13 with a mean score of 6.5.

Participant demographics and SMFQ scores.

Pseudonym	Gender	Age	SMFQ score
Charlotte	Female	12	8
Erin	Female	13	3
Isabelle	Female	16	6
Jessica	Female	12	1
Joshua	Male	17	4
Leo	Male	17	3
Millie	Female	17	13
Olivia	Female	17	6
Poppy	Female	16	11
Sophie	Female	17	6
Zara	Female	17	10

SMFQ = short mood and feelings questionnaire.

The SMFQ assessed participants’ symptoms of depression, to contextualise the sample in relation to adolescents that psychological therapists may work with. The SMFQ consists of 13 items (e.g. ‘I felt miserable or unhappy’) that are scored as 0 = ‘Not true’, 1 = ‘Sometimes true’, and 2 = ‘True’. Scores on the SMFQ range from 0 to 26, with higher scores indicating more depression symptoms. In a sample of 11-17 year old primary care attendees, a SMFQ criterion score of 6 had a 80% sensitivity and 81% specificity to a diagnosis of depression ( Katon et al., 2008 ) and in a community sample of 8-16 year olds, a criterion score of 8 had a sensitivity of 75% and a specificity of 74% ( Thapar & McGuffin, 1998 ).

For demographic information, participants were asked to report their date of birth, gender, school year and ethnicity.

Interview procedure

Semi-structured interviews with participants were conducted using a topic guide to facilitate responses, while allowing the direction and content of each interview to be determined by each participant. The interview topic guide included questions that aimed to elicit participants’ understanding of values as a concept (e.g. What does the word ‘values’ mean to you? ), what their values meant for them (e.g. What do your values mean for your life? ) and how they thought about and expressed their values (e.g. Tell me how you think about your values? How do you express your values? ).

All interviews were conducted at school during the school day. At the start of the interview, the interviewer explained the purpose of the interview, the terms of confidentiality, the format of the interview and expected length. All participants consented for their interview to be audio recorded and for the researcher to take brief notes during the interview. Interviews lasted between 20 and 60 minutes. One participant asked for the interviewer to define the term ‘values’, for which the interviewer used a description of values adapted from Brief Behavioural Activation (Brief BA; Pass et al., 2015 ) to form the basis of her answer, as this used language intended to be developmentally appropriate for adolescents. Apart from using the description of values from Brief BA for one participant, the first author tried to remain aware of and minimise the bias from her own understanding of values.

Data analysis procedure

Data analysis was undertaken following the thematic analysis procedures described by Braun and Clarke (2006) . All interviews were transcribed verbatim by the first author using Nvivo 11 software, before repeated re-reading to familiarise her with the young peoples’ responses. Two cycles of line-by-line coding were used with the aim of interpreting and capturing the essence of the data ( Saldaña, 2015 ). The first author then grouped the codes into semantically-related categories, determined by perceived patterns in the codes. Grouping of codes into potential themes was an iterative process, with the aim of refining categories and moving from concrete to more abstract categorisations ( Saldaña, 2015 ). Next, the second and third authors coded a transcript blind to the themes identified by the first author and a discussion between the researchers was used to refine the themes. An iterative process of deciding appropriate labels for themes and their definition was then conducted by all three authors, after which the first author compared the final themes against the audio-recordings to check that all themes accurately reflected the content and meaning of the interviews. Throughout data analysis, the authors reflected on the influence of their assumptions and biases, including their understanding of values from the perspective of psychological therapies and their understanding of adolescent development.

Overview of themes

Participants’ discussions of values were captured in three main themes (displayed in Figure 1 ): (1) what values are, (2) where values come from and (3) why values are important.

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Thematic map showing the interview topic (level 1), themes (level 2) and subthemes (level 3).

Theme 1: ‘What values are’

This theme encompasses what the young people understood values to be as an abstract concept and also what they understood their personal values to be.

Subtheme: ‘What values are, in general’

All but one participant easily described what the term ‘values’ meant. Participants used a range of related concepts to explain what they understood values to be. These included ‘ morals ’, ‘ what you believe in ’, ‘ aspirations ’ and ‘ traits ’. Some participants also highlighted a link between values and the concept of the self, in other words, values ‘make you, kind of, the person you are’ . Most participants were able to view values as an abstract concept, for example, Joshua explained ‘[values are] less sort of physical things, more links you’ve made with people or various other aspects of life’ . The only participant who was unsure of what ‘values’ were, Zara, said she thought values were beliefs but she was not confident in this description. After asking the interviewer to explain their understanding of the term, she was reassured and continued to talk about them with ease.

Subtheme: ‘What my own values are’

Most participants spoke about their own values as being ‘good ’ or ‘right ’ and participants spontaneously described their values. These frequently included: relationships and the quality of relationships (e.g. ‘ my family’, ‘trust’ ); education, learning and working hard (e.g. ‘I think important to me the most is probably my education’ ); self-improvement and best self (e.g. ‘be the best I can be’ ); enjoyment and happiness (e.g. ‘what’s the most important is just to be happy’ ); independence (e.g. ‘I’d like to be able to just sort of go out in the world and sort of do my own thing’ ); and responsibility (e.g. ‘being responsible’ ).

Theme 2: ‘Where values come from’

Young people talked fluently about how their values developed and what had influenced them.

Subtheme: ‘Relationships’

All participants stated that their values had been influenced by their family. Some participants said that adult family members had taught them their values through praise, punishment or by modelling value-congruent behaviour. For example, Isabelle said:

‘my aunty works for a charity which helps children who have disabilities, or have lost relatives, I think. And they kind of, that’s what’s kind of helped guide me into thinking I wanna help someone make a difference’.

The majority of participants also mentioned the influence of peers on value development. Participants described the bi-directional association between friendships and values – some friendships were formed because of shared values and some values were formed through friendships. Highlighting the causal link between friendships and value similarity, Leo said ‘ if I had a different friend group, yeah, I think my value of working hard could definitely have changed, 100 percent’. On the other hand, Millie talked about how her friendship group were drawn to each other because of their shared values:

‘I think that is kinda how friendship groups work, cos it’s like another friendship group who like who are quite like bitchy, talk about each other and stuff, like we wouldn’t really do that and they would. But like that’s why they’re a group of friends and we’re a group of friends. Like we might be friends with each other, but you do kind of gravitate towards the people that are gonna be similar to you’.

Although most participants discussed how values developed through supportive peer relationships, Poppy described how being bullied by her peers had reinforced her value of ‘kindness towards others’:

‘when I was younger maybe like being picked on a little bit probably makes you think like “I never want anyone else to go through what I went through”. . . just be like kind to everyone all the time so that no one ever has to like feel upset’.

All participants recognised that, in addition to their own values being influenced by their relationships, other peoples’ values were dependent upon ‘ how they were brought up ’. Leo emphasised this point by saying ‘ our socialisation, I think, is key to everything ’. The extent to which participants accepted others’ individual differences, which they attributed to their different social environments, was varied. For example, Olivia reflected on how learning about her peers’ different backgrounds had informed her own values by making her ‘ realise how like lucky [she is] ’. However, she was also clear about her appreciation for peoples’ different values and priorities:

‘I value like people’s personalities. And like I value other people’s values almost. I like how everyone has different things that they’re so like courageous about, and like I love how other people who are ambitious do different things, and how people find other things like so important that I sometimes don’t’.

By contrast, some participants described how other peoples’ different values might cause them to behave in ways they considered ‘just not important at all’ or ‘really strange’ and that they ‘ would try [their] best to influence them’. Despite this, most participants shared the sentiment that they would just have to accept peoples’ differences, even if this was sometimes difficult. Leo summarised this by saying: ‘I don’t agree with what you say but I’ll defend the right for you to say it’ . Participants therefore demonstrated that, alongside understanding how their own values developed, they critically evaluated where other peoples’ values came from and understood how this influenced the way they related to them.

Subtheme: ‘Education’

A few participants explained that they had been made aware of the concept of values at primary school, with Jessica reporting that ‘ in primary school we were really big on values ’. Participants also said they talked about and developed their values in certain school classes, including English, Politics, and Personal, Social, Health and Economic Education. Olivia highlighted the significance of school in personal development by saying that by going to school each day she ‘ might find something out that like completely alters the way that [she] think[s] ’. She reflected on how, when she was younger, she had ‘ less knowledge of the world ’ but as she has learned more about the world, she has ‘ become interested in like the world [she] live[s] in ’ and ‘ that’s where a lot of [her] values have come from ’. Leo talked a lot about the effect of education on his values. He said that he valued ‘ working hard ’ in order to ‘ achieve ’ at school and that ‘ the results at the end ’ of his hard work reinforced this value for him. Studying politics, in particular, seemed to have a big influence on Leo, as he explained it made him look at ‘ the bigger picture ’ and thus lead to him to feel that ‘ [knowing] how the world works is a big value ’. He reflected overall that ‘ I value school in a sense of its important in developing you as a person ’.

Subtheme: ‘Growing up’

Some participants talked about their value development as aided or enabled by the development of other cognitive or psychological processes. For example, Erin referred to how developments in inhibitory control altered peoples’ ability to behave in line with their values:

‘if you wanted to be honest, except you really wanted that chocolate cake that you weren’t allowed to have, then you’d take it and you’d lie. Whereas, now I wouldn’t steal and then lie, I would rather just badger the other person for it until they said yes’.

Three participants – Poppy, Zara and Millie – talked about how they thought their ability to realise and enact their values was enabled by increasing independence in thought and action as they got older. Poppy described how she had come to value standing up for what she believes in:

‘when I was younger. . . I would never like really stand up. . . and like never really say anything if something was going on that I didn’t agree with and then I started thinking like “no, why am I doing that? Like it’s something that I believe in, if like something’s happening that I don’t want to be happening, then I should say something”. . . I think that’s like really important’.

Millie echoed this idea when she described how, as she matured, she learned to follow her own values, as opposed to following others:

‘as you grew up, you’re like “this isn’t right for me, it might be alright for you, but that’s ok, I’m not going to do it” kind of thing. And just like, yeah, definitely, I think just like maturing over the situations to be honest’.

Other participants talked about learning to be less ‘ selfish ’ with age, as well as accruing knowledge from applying their values, learning from mistakes and seeing that ‘ values will change slightly after ’. Isabelle noted how becoming more conscious of the consequences of her behaviour with age made her aware of her values:

‘when I was little, I just did things that I enjoyed. I never really took much notice. I kinda just did it but now I kind of realise that I do those things for a reason and I kind of think that other people do certain things for a reason’.

Overall, participants acknowledged the importance of general developmental processes associated with growing up on the development, awareness and implementation of their values.

Theme 3: ‘Why values are important’

Young people in this study had clear views about the importance of values to them personally and in general. Their views highlighted two distinct functions for their values.

Subtheme: ‘Prioritising and decision-making’

All participants talked about their values as being an important factor in making decisions and prioritising. Through knowing their values, participants said that they were able to decide what actions or outcomes were most important to them, both in the short-term and long-term. For example, Joshua was very clear about valuing his friendships above everything else, therefore he saw the importance of working hard to do well in his exams so he could go to university, as this would allow him to stay in close contact with his friends:

‘I don’t want to end up redoing, um, my sixth form, because if I end up with bad grades at the end of it and have to redo it, but all my friends end up going off to uni, then it’s gonna be weaker connections with them, and maybe break quite a few of them’.

Sophie also indicated that she was doing a ‘ lot of work towards ’ her future exams so she could ‘ get to where [she] want[s] to be ’ and that this was to train as an occupational therapist because she valued ‘ helping people ’.

Most participants mentioned the need to find a ‘ balance ’ between priorities and to decide the ‘ right value ’ to enact in a given situation. They also talked about situations where prioritising goals based on their values had been difficult and less rewarding in the short-term than simply emulating the behaviour of others, following their impulse, or satisfying their immediate desires. For example, Millie really valued learning and working hard, however, she talked about how it was sometimes difficult to follow these values:

‘I should be revising but I wanna sit and watch TV. Like you know, you have to be, take responsibility for your education and stuff but you’re like “nah, I can’t really be bothered” kind of thing’.

Despite acknowledging times when behaving in line with values could be difficult, a few participants also highlighted that their values provided hope and motivation, as opportunities for behavioural expression of their values allowed them to access a sense of fulfilment. Isabelle summarised this idea by saying:

‘I would say that [values], kind of, like kind of gets you up in the morning, in a way. So, cos I kind of think it’s quite nice that you wake up and then you finish the day realising that you kind of helped someone, or you made someone feel confident or you expressed an emotion, or helped them express emotion as well. I kind of think that’s a good thing’.

Zara - the only participant to express any uncertainty about what her values were - said that her uncertainty about what was most important to her made decision making difficult and reduced her motivation to invest effort in her schoolwork. She said:

‘I think I need to do well [in my exams], but it’s just finding the motivation to actually revise, and to actually like do something about it. Like I think because my heads like quite up, like it’s all quite confused’.

By highlighting the difficulties she experienced making decisions without clear values to guide her, Zara’s account further highlights how important values were in helping guide and motivate the young peoples’ behaviours.

Despite reflecting during the interviews on the role of values in directing their actions, all participants said that integrating their values in day-to-day decision-making was something they did automatically. Millie summarised this idea by saying, in relation to living according to her values, that:

‘it is my decisions, like what is right and wrong and I’ve lived with that for, you know, like 17 years and it’s what I do without necessarily thinking about it’.

Subtheme: ‘Reflecting on values is helpful’

Despite indicating that thinking about and behaving according to their values was an automatic process, at the end of the interview most participants also commented that having had the opportunity to consciously think and talk about their values had been a positive, helpful experience. For example, Millie said that talking about values could aid self-awareness and growth and, consequently, it should be encouraged:

‘it is good to talk about it, because I feel like you get much more of an awareness about actually where you’ve come from and the journey that you’ve taken and, actually, like reflecting on yourself. So like you know, if you did find something, like you could think “oh, I need to change that” kind of thing. Like I think it is good, like I think it should be encouraged, kind of, more than it is’.

Other participants said that, although values were something they’d ‘ never really talked about before ’, being ‘ open ’ and ‘ honest ’ about them during the interview felt ‘ good ’, ‘ nice ’ and Jessica said she ‘ quite enjoyed it ’. Over half of the participants also conveyed that values were ‘ personal ’ and therefore would not be something they would discuss with everyone but would be happy to talk about with some people ‘ depending on what the reasoning behind talking ’ about them was. For example, Charlotte said she’d be comfortable talking about her values with ‘ family and. . . my closest friend ’, a sentiment which Jessica echoed when she said of discussing her values: ‘ most friends I would be fine talking to ’.

This is the first study to explore how adolescents think, feel and talk about their values. This was achieved through thematic analysis of semi-structured interviews with young people at their school. The results demonstrate that almost all participants were readily able to access and communicate their values and that they saw their values as playing an instrumental role in their lives.

Abstract thinking and the self-concept further develop during adolescence ( Dumontheil, 2014 ; Sebastian et al., 2008 ), thus it might be expected that adolescents would struggle to think and talk about values. However, all participants in this study (those 12–13 and 16–17 years old) could reflect on and communicate the content, meaning and purpose of their values. This suggests using the concept of values to support psychological therapies with young people is very likely to be achievable.

The young people had a strong sense of where their values came from and identified the main sources of influence as their relationships with family and friends. Participants described bidirectional associations between their values and friendships, whereby shared values drew them to build friendships, and their friendships influenced and reinforced their values. Giordano (2003) suggests that adolescents are attracted to others they perceive as similar to themselves and are more open to influence from those they want to befriend. The role of family influence was also acknowledged; despite the pervasive myth that young people reject the influence of parental relationships during adolescence, parents continue to play an instrumental role in providing support and guidance throughout adolescence ( Smetana et al., 2006 ). Overall, participants’ perceptions of the origins of their values are consistent with findings from other research, which indicate that children often attribute some of their values to their parents ( Whitbeck & Gecas, 1988 ) and that peoples’ values tend to be similar to those of their friends ( Lea & Duck, 1982 ).

In addition to discussing the role of relationships in value development, the participants discussed maturing and the role of formal education. Nurturing the development of values is a part of school curricula in the UK and other countries ( Lovat, 2011 ) and teachers consider the instruction and modelling of values to be an important aspect of their role ( Thornberg, 2013 ). It is encouraging that, for the participants in this study, these efforts made an impact and it suggests that professionals working with adolescents can and do make a positive contribution to the development of young peoples’ values.

The significance of values in prioritising and decision-making was discussed. Participants saw their values as important in motivating behaviour and helping them to prioritise and make decisions. Studies have shown there are significant associations between values and reported behaviour ( Bardi & Schwartz, 2003 ), and that priming self-transcendence values (such as benevolence) can increase prosocial behaviour ( Arieli et al., 2014 ). It is significant that the participants in this study perceived an association between their values and behaviour, since this supports the theoretical propositions of BATD and ACT that values, motivation and behaviour can be causally and consciously linked.

Although the adolescents in this study indicated they did not often talk about their values, they also reported that discussing their values in the interview was a positive or worthwhile experience. This suggests adolescents may appreciate opportunities to articulate and develop their understanding of their values with people and in settings they feel comfortable with, which could include therapy.

While the purpose of this qualitative study was not to generalise to all adolescents, nevertheless it is a limitation that all participants were White British and the majority of were female, sixth form pupils from the same school. While the process of value content and structure development during adolescence does not substantially differ according to gender or ethnicity ( Daniel & Benish-Weisman, 2019 ), adolescents’ experiences of value development may be associated with demographic factors. Furthermore, while some participants reported moderate levels of depression symptoms, therapists may find that adolescents experiencing Major Depressive Disorder or other mental health disorders might struggle with the cognitive demands of exploring their values in depth. The authors considered and reflected on their pre-existing ideas about adolescent values throughout the study, however it is acknowledged that the authors’ subjective perspectives will have necessarily influenced the research process. Further research is needed to address the potential cultural, ethnic, gender or age differences in adolescents’ experiences of values, as well as the impact of mental disorder on adolescents’ ability to access and articulate their values.

Acknowledgments

Thank you to the participating school and pupils.

Author biographies

Iona Lewis-Smith is a PhD student in the School of Psychology and Clinical Language Sciences at the University of Reading.

Laura Pass is a Clinical Psychologist and Director of the Education Mental Health Practitioner (EMHP) Programme at UEA.

Shirley Reynolds is a Professor of Clinical Psychology and Director of CBTReach Ltd.

Declaration of Conflicting Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The authors are grateful for support of the Charlie Waller Memorial Trust and the Titcomb Foundation Charitable Trust, who funded the doctoral studentship of IL-S that made this research possible.

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Expository Essays

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What is an expository essay?

The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.

Please note : This genre is commonly assigned as a tool for classroom evaluation and is often found in various exam formats.

The structure of the expository essay is held together by the following.

A clear, concise, and defined thesis statement that occurs in the first paragraph of the essay.

It is essential that this thesis statement be appropriately narrowed to follow the guidelines set forth in the assignment. If the student does not master this portion of the essay, it will be quite difficult to compose an effective or persuasive essay.

Clear and logical transitions between the introduction, body, and conclusion.

Transitions are the mortar that holds the foundation of the essay together. Without logical progression of thought, the reader is unable to follow the essay’s argument, and the structure will collapse.

Body paragraphs that include evidential support.

Each paragraph should be limited to the exposition of one general idea. This will allow for clarity and direction throughout the essay. What is more, such conciseness creates an ease of readability for one’s audience. It is important to note that each paragraph in the body of the essay must have some logical connection to the thesis statement in the opening paragraph.

Evidential support (whether factual, logical, statistical, or anecdotal).

Often times, students are required to write expository essays with little or no preparation; therefore, such essays do not typically allow for a great deal of statistical or factual evidence.

A bit of creativity!

Though creativity and artfulness are not always associated with essay writing, it is an art form nonetheless. Try not to get stuck on the formulaic nature of expository writing at the expense of writing something interesting. Remember, though you may not be crafting the next great novel, you are attempting to leave a lasting impression on the people evaluating your essay.

A conclusion that does not simply restate the thesis, but readdresses it in light of the evidence provided.

It is at this point of the essay that students will inevitably begin to struggle. This is the portion of the essay that will leave the most immediate impression on the mind of the reader. Therefore, it must be effective and logical. Do not introduce any new information into the conclusion; rather, synthesize and come to a conclusion concerning the information presented in the body of the essay.

A complete argument

Perhaps it is helpful to think of an essay in terms of a conversation or debate with a classmate. If I were to discuss the cause of the Great Depression and its current effect on those who lived through the tumultuous time, there would be a beginning, middle, and end to the conversation. In fact, if I were to end the exposition in the middle of my second point, questions would arise concerning the current effects on those who lived through the Depression. Therefore, the expository essay must be complete, and logically so, leaving no doubt as to its intent or argument.

The five-paragraph Essay

A common method for writing an expository essay is the five-paragraph approach. This is, however, by no means the only formula for writing such essays. If it sounds straightforward, that is because it is; in fact, the method consists of:

an introductory paragraph
three evidentiary body paragraphs
a conclusion

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How to write an expository essay

How to Write an Expository Essay | Structure, Tips & Examples

Published on July 14, 2020 by Jack Caulfield . Revised on July 23, 2023.

“Expository” means “intended to explain or describe something.” An expository essay provides a clear, focused explanation of a particular topic, process, or set of ideas. It doesn’t set out to prove a point, just to give a balanced view of its subject matter.

Expository essays are usually short assignments intended to test your composition skills or your understanding of a subject. They tend to involve less research and original arguments than argumentative essays .

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When should you write an expository essay, how to approach an expository essay, introducing your essay, writing the body paragraphs, concluding your essay, other interesting articles, frequently asked questions about expository essays.

In school and university, you might have to write expository essays as in-class exercises, exam questions, or coursework assignments.

Sometimes it won’t be directly stated that the assignment is an expository essay, but there are certain keywords that imply expository writing is required. Consider the prompts below.

The word “explain” here is the clue: An essay responding to this prompt should provide an explanation of this historical process—not necessarily an original argument about it.

Sometimes you’ll be asked to define a particular term or concept. This means more than just copying down the dictionary definition; you’ll be expected to explore different ideas surrounding the term, as this prompt emphasizes.

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An expository essay should take an objective approach: It isn’t about your personal opinions or experiences. Instead, your goal is to provide an informative and balanced explanation of your topic. Avoid using the first or second person (“I” or “you”).

The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It’s worthwhile to plan out your structure before you start, using an essay outline .

A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.

Like all essays, an expository essay begins with an introduction . This serves to hook the reader’s interest, briefly introduce your topic, and provide a thesis statement summarizing what you’re going to say about it.

Hover over different parts of the example below to see how a typical introduction works.

In many ways, the invention of the printing press marked the end of the Middle Ages. The medieval period in Europe is often remembered as a time of intellectual and political stagnation. Prior to the Renaissance, the average person had very limited access to books and was unlikely to be literate. The invention of the printing press in the 15th century allowed for much less restricted circulation of information in Europe, paving the way for the Reformation.

The body of your essay is where you cover your topic in depth. It often consists of three paragraphs, but may be more for a longer essay. This is where you present the details of the process, idea or topic you’re explaining.

It’s important to make sure each paragraph covers its own clearly defined topic, introduced with a topic sentence . Different topics (all related to the overall subject matter of the essay) should be presented in a logical order, with clear transitions between paragraphs.

Hover over different parts of the example paragraph below to see how a body paragraph is constructed.

The invention of the printing press in 1440 changed this situation dramatically. Johannes Gutenberg, who had worked as a goldsmith, used his knowledge of metals in the design of the press. He made his type from an alloy of lead, tin, and antimony, whose durability allowed for the reliable production of high-quality books. This new technology allowed texts to be reproduced and disseminated on a much larger scale than was previously possible. The Gutenberg Bible appeared in the 1450s, and a large number of printing presses sprang up across the continent in the following decades. Gutenberg’s invention rapidly transformed cultural production in Europe; among other things, it would lead to the Protestant Reformation.

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The conclusion of an expository essay serves to summarize the topic under discussion. It should not present any new information or evidence, but should instead focus on reinforcing the points made so far. Essentially, your conclusion is there to round off the essay in an engaging way.

Hover over different parts of the example below to see how a conclusion works.

The invention of the printing press was important not only in terms of its immediate cultural and economic effects, but also in terms of its major impact on politics and religion across Europe. In the century following the invention of the printing press, the relatively stationary intellectual atmosphere of the Middle Ages gave way to the social upheavals of the Reformation and the Renaissance. A single technological innovation had contributed to the total reshaping of the continent.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An expository essay is a broad form that varies in length according to the scope of the assignment.

Expository essays are often assigned as a writing exercise or as part of an exam, in which case a five-paragraph essay of around 800 words may be appropriate.

You’ll usually be given guidelines regarding length; if you’re not sure, ask.

An expository essay is a common assignment in high-school and university composition classes. It might be assigned as coursework, in class, or as part of an exam.

Sometimes you might not be told explicitly to write an expository essay. Look out for prompts containing keywords like “explain” and “define.” An expository essay is usually the right response to these prompts.

An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

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The Purpose of Values Education in Schools Today essay

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Importance of Value Education: Essay & Speech
What is Value Education? Value-based education emphasizes the personality development of individuals to shape their future and tackle difficult situations with ease. It moulds the children so they get attuned to changing scenarios while handling their social, moral, and democratic duties efficiently. The importance of value education can be understood through its benefits as it develops ...
Value of Education Essay
Education is a weapon for the people by which they can live a high-quality life. Furthermore, education makes people easy to govern but at the same time it makes them impossible to be enslaved. Let us take a look at the incredible importance of education with this value of education essay.
Importance of Value Education
The importance of value education is given to children from a young age so that they can develop a positive perspective towards life.
(DOC) The impact of values education on adolescents' character
Having diagnosed the situation, I present and examine several research studies that are related to the importance of value education in young people's character development as well as the school's place in teaching values.
PDF Factors and Effects of Value Education among Adolescent Learners
But for the implementation of value education a proper understanding of both the means and end of value education is important. So, the present study has revolved around the objectives- i) to study the factors influencing value inculcation among the learners, and ii) to analyze the effect of value education on adolescent learners' behavior.
(PDF) The Role of Education in the Formation of Values and Value
The shown differences in value orientations, instrumental and terminal values among adolescents with different education type are enough to conclude that there is statistically significant difference between value orientations in adolescents depending on their education type, respectively depending on the fact they learn ethics or religious ...
PDF Adolescence and Education: a Shift in Values and Roles
an education which will extend and expand their ideas and their ideals as well as their economic opportunities. The new values emphasize intrinsic as well as extrinsic rewards; students want to "experience their education fully, vividly, selflessly with full concentration and total absorption.^ They want to participate in school policy-making ...
Values Stability And Changes For Adolescents From Different Generations
Comparative analysis of the system of values of different cohort samples of adolescents allows us to consider the values of self-direction, benevolence, achievements, security and universalism as universal, retaining high importance regardless of historical time, gender and personal characteristics, which provides a balanced system of value ...
Full article: Children's spirituality, life and values education
All these multifaceted aspects or dimensions of life, spiritual and values education highlight that spirituality entails personal but not totally private experiences; it interacts relationally with and embeds an awareness of responsibility to self, others, the world and our nature (adapted from Cole 2011, p. 6).
How to Write a High-Quality Expository Essay on Education
Looking for a guide to help write an expository essay about education? Here it is! Learn to write an expository essay about education with examples and steps.
Design of Values Education in School For Adolescents
There are two important concepts in developing values for students who are entering the adolescence phase, they are; First, the values is seen, not taught. This concept entails every adult who interact with students should be role-models for the growth of values. Second, values based on environmental education.
Importance, types, and methods of Value education
The importance of values lies in molding the youth, and aiding them in adapting to changing circumstances. Value education also plays an important role in helping individuals carry out social, moral, and democratic obligations. Character, citizenship, emotional, and spiritual development are all its forms. High-quality learning sessions can ...
Values in the School Curriculum from Teacher's Perspective: A Mixed
The importance of value education both in society and in the school environment is therefore undisputed, and although there are many theories about the role of value socialization in education, there is currently very little empirical evidence to support it.
What is Importance of Value Education?
Value education is more than just imparting knowledge; it is about instilling a set of core values and principles in students that guide their behavior, choices, and actions throughout their lives. These values include honesty, respect, empathy, responsibility, integrity, and more. The primary goal of value-based education is to cultivate not ...
Demonstrating the Value of Values-Based Education
Abstract. The chapter examines the intersection between Values-based Education (VbE) and research conducted by the author team under the auspices of the Beliefs, Events, and Values Inventory (BEVI). BEVI constitutes a mixed methods instrument with potential to ascertain the beliefs, circumstances, and values that underlie the lives of ...
(PDF) The Role of Education in the Formation of Values and Value
The experimental study initially undertaken in 2015 and repeated in 2019 reflects the specifics of the value orientations dynamics in adolescents and young people within the pre-university and university levels of education system.
How adolescents understand their values: A qualitative study
Three main themes were identified: (1) what values are (in general, and specific to themselves), (2) where values come from (relationships, education, growing up), and (3) why values are important (prioritising/decision making, reflecting on values is helpful). The adolescents in this study demonstrated an in-depth understanding of the meaning ...
How adolescents understand their values: A qualitative study
Abstract An important component of some psychological therapies is the use of clients' values to motivate behaviour change. Values are understood to be developed during childhood and adolescence but there has been limited exploration of how young people experience values and their function across contexts. This study aimed to explore adolescents' understanding of the concept of 'values ...
Expository Essays
The expository essay is a genre of essay that requires the student to investigate an idea, evaluate evidence, expound on the idea, and set forth an argument concerning that idea in a clear and concise manner. This can be accomplished through comparison and contrast, definition, example, the analysis of cause and effect, etc.
How to Write an Expository Essay
The structure of your expository essay will vary according to the scope of your assignment and the demands of your topic. It's worthwhile to plan out your structure before you start, using an essay outline. A common structure for a short expository essay consists of five paragraphs: An introduction, three body paragraphs, and a conclusion.
The Purpose of Values Education in Schools Today
Therefore, schools and teachers have the opportunity to input into children positive and worthwhile values, to help build and strengthen personal and social skills and responsibilities.
Guide to Writing an Expository Essay: How-To with Examples
Discover the essential steps to writing a compelling expository essay. Learn about the structure, types, and tips for crafting clear, informative essays. Enhance your writing skills with our detailed guide and examples.
Answers to: Write an essay about Importance of values education
Essays Values education is an important aspect of any educational system. It refers to the process of imparting core values, morals, and virtues to individuals in order to help them develop a sense of responsibility and respect for the society and the environment. In this essay, we will discuss the significance of values education and how it can help individuals develop a positive and worthy ...

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Importance of Value Education

Core Values in Education

Importance of Integrating Core Values in the Curriculum

Role of Family, Community, and School in Instilling Values

Moral and Ethical Development

Differentiating Moral and Ethical Values in Education

Emotional Intelligence and Empathy

Connection Between Value Education and Emotional Intelligence

Role of Empathy in Personal and Social Relationships

Teaching Methods for Fostering Empathy in Children

Social Responsibility

How Value Education Cultivates a Sense of Community Service

Examples of Value-Based Activities Promoting Social Responsibility

Enhancing Interpersonal Skills

How Value Education Improves Communication and Teamwork

Role of Values in Conflict Resolution

Fostering Leadership and Collaboration Through Value-Based Education

Promoting Cultural Diversity Through Value Education

Teaching Respect for Differences in Opinions, Traditions, and Beliefs

Benefits of Cultural Understanding in a Globalized World

Reducing Behavioral Issues

Promoting Positive Behavior Through a Values-Based Approach

Case Studies of Schools Successfully Reducing Behavioral Issues

Integration in Curriculum

Role of Extracurricular Activities in Teaching Values

Teacher’s Role in Value Education

Teaching Strategies for Effective Value Education

Training and Resources Needed for Teachers to Impart Values Effectively

How Value Education Shapes Responsible Citizens

The Economic and Social Benefits of Value-Based Education

Challenges in Implementing Value Education

Values Stability And Changes For Adolescents From Different Generations

Introduction

Problem Statement

Research Questions

Purpose of the Study

Research Methods

Values of modern Russian adolescents

Comparative analysis of values hierarchy for cohort samples

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A Guide to Writing an Expository Essay about Education

Expository Essay - The Basics

Expository Essay About Education: Writing Steps

Step 1: Brainstorming Ideas

Step 2: Find Out More About Your Topic

Step 3: Organize Your Ideas

Step 4: Start with the Introduction

Step 5: Write the Body

Step 6: Create the Conclusion

Step 7: Editing and Proofreading

Expository Essay About Education Examples

Short Expository Essay Example

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