Using a cross-sectional follow-up study we examined how different aspects of work were valued by three cohorts of adolescents 15-16 years of age in 1977 (n=231), 1989 (n=404) and 1995 (n=276), and how these evaluations changed. The association of values with gender and educational plans was analysed. Self-actualising values became more important during the research period. Boys assigned greater weight to extrinsic work values than girls, and girls valued work hygiene values more than boys. The differences between girls and boys were clearer at the end of research period. Educational plans and gender were also related to values. Intrinsic values were valued more highly among girls who expressed plans to seek higher educational routes. Au moyen d'un suivi longitudinal, on examine la façon dont 3 cohortes d'adolescents de 15-16 ans (n=231 en 1977, n=404 en 1989, n=276 en 1995) évaluent différents aspects du travail ainsi que les changements dans ces évaluations, en fonction du sexe et des projets d'études. Les valeurs d'auto-réalisation augmentent durant la période de recherche. Les garçons accordent plus d'importance que les filles aux valeurs de travail extrinsèques, alors que les filles accordent plus d'importance que les garçons aux valeurs liées aux conditions de travail. Ces différences augmentent lors de la dernière période. De plus, les filles qui ont des projets d'études plus ambitieux accordent plus d'importance que les autres groupes aux valeurs de travail intrinsèques.
• Integrating research in psychology of education across Europe• Draws from the disciplines of psychology, education and sociology• Features broad scope in both methodology and content The European Journal of Psychology of Education (E.J.P.E.) is published four times a year. Original articles on empirical research, reviews of issues and theoretical discussions on relevant issues are welcome. Its content is not confined to the expression of any specific school of thought or perspective; it is open to a wide diversity of areas of research in psychology of education. Sensitive to the diversity and complementary character of the work in different countries, especially across Europe, the E.J.P.E. serves as a tool for integration of diversities in the main fields of research and offers an opportunity for exchange and discussion.
Springer is one of the leading international scientific publishing companies, publishing over 1,200 journals and more than 3,000 new books annually, covering a wide range of subjects including biomedicine and the life sciences, clinical medicine, physics, engineering, mathematics, computer sciences, and economics.
This item is part of a JSTOR Collection.
For terms and use, please refer to our
European Journal of Psychology of Education