Perception of terminal values among high school students
Perception of terminal values among high school students

Summary/Abstract: The theoretical part of the paper presents an analysis of relevant theoretical classifications of values, particularly emphasizing Milton Rokeach's value system. The methodological section describes a study conducted with the aim of determining how senior high school students assess their current ultimate life goals (terminal values) in terms of their hierarchical ordering. The research was carried out at a convenience and stratified a sample of fourth-grade high school students (N = 420) in the Republic of Serbia - the Western Serbia region, during the 2023/2024 academic year. By using Milton Rokeach's Value Survey and applying descriptive and inferential statistical methods (calculation of arithmetic mean, standard deviation, MANOVA, F-test, test of homogeneity of covariances, Cohen's d), the rank positions of values at the manifest level were identified and analyzed. The results indicate that graduating students are primarily oriented toward personal ultimate life goals (family security, happiness, freedom), while social goals (world peace, equality, national security, social recognition) are at the bottom of the list. The variable of educational orientation significantly determined differences in the positioning of values, whereas gender had a somewhat smaller effect. In the context of intensive socio-economic and technological changes, the findings highlight the need for continuous re-examination of the structure of the value system, from the perspective of students who are exposed to rapid technological, demographic, globalization, and other changes. Considering the complexity and the diverse contexts of the pedagogical practice, the obtained results may serve as an important starting point for future longitudinal research aimed at monitoring the development and transformation of young people's value orientations within the educational process. The findings also highlight the importance of designing tailored educational methods that consider the diversity of value orientations among younger generations.

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