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Thematische Bibliographien / Goals and values / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Goals and values“

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Veröffentlicht am 26. Juli 2024

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1

Wicker, Frank W., Douglas Hamman, Joylynn H. Reed, Erin J. McCann und Jeannine E. Turner. „Goal Orientation, Goal Difficulty, and Incentive Values of Academic Goals“. Psychological Reports 96, Nr. 3 (Juni 2005): 681–89. http://dx.doi.org/10.2466/pr0.96.3.681-689.

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We examined relationships among goal attributes (difficulty and affective value) and goal types (mastery, performance, intrinsic, and extrinsic). Goal attributes of positive affect value and relative salience of positive value were higher for intrinsic goals, mastery goals, and more difficult goals, qualified by an interaction between difficulty and type of goal. Intrinsic goals were more affectively positive than extrinsic goals and mastery goals were more positive than performance goals, but these differences vanished if goals were also perceived as difficult. Results were consistent with goal-orientation theories and suggest the usefulness of integrating incentive-attribute concepts with goal-orientation theories.

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2

Kolaja, Jiri, und Feliks Gross. „Ideologies, Goals, and Values.“ Contemporary Sociology 15, Nr. 3 (Mai 1986): 491. http://dx.doi.org/10.2307/2070116.

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3

Kasser, Tim. „Materialistic Values and Goals“. Annual Review of Psychology 67, Nr. 1 (04.01.2016): 489–514. http://dx.doi.org/10.1146/annurev-psych-122414-033344.

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4

Cohen, Sarah. „Shared values, clashing goals“. XRDS: Crossroads, The ACM Magazine for Students 18, Nr. 2 (Dezember 2011): 19–22. http://dx.doi.org/10.1145/2043236.2043246.

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5

Schick, Frederic. „Goals, values and benefits“. Behavioral and Brain Sciences 17, Nr. 1 (März 1994): 29. http://dx.doi.org/10.1017/s0140525x00033252.

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6

Zurek, Tomasz. „Goals, values, and reasoning“. Expert Systems with Applications 71 (April 2017): 442–56. http://dx.doi.org/10.1016/j.eswa.2016.11.008.

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7

Eccles, Jacquelynne S., und Allan Wigfield. „Motivational Beliefs, Values, and Goals“. Annual Review of Psychology 53, Nr. 1 (Februar 2002): 109–32. http://dx.doi.org/10.1146/annurev.psych.53.100901.135153.

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8

Kasser, Tim. „Teaching About Values and Goals“. Teaching of Psychology 41, Nr. 4 (22.09.2014): 365–71. http://dx.doi.org/10.1177/0098628314549714.

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9

Vlasova, S. „Goals and Values of Science“. Rossiiskii Gumanitarnyi Zhurnal 3, Nr. 6 (2014): 443. http://dx.doi.org/10.15643/libartrus-2014.6.3.

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10

GRIMM, STEPHEN R. „Epistemic Goals and Epistemic Values“. Philosophy and Phenomenological Research 77, Nr. 3 (23.10.2008): 725–44. http://dx.doi.org/10.1111/j.1933-1592.2008.00217.x.

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11

Dennis, Louise A. „Computational Goals, Values and Decision-Making“. Science and Engineering Ethics 26, Nr. 5 (04.08.2020): 2487–95. http://dx.doi.org/10.1007/s11948-020-00244-y.

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Abstract Considering the popular framing of an artificial intelligence as a rational agent that always seeks to maximise its expected utility, referred to as its goal, one of the features attributed to such rational agents is that they will never select an action which will change their goal. Therefore, if such an agent is to be friendly towards humanity, one argument goes, we must understand how to specify this friendliness in terms of a utility function. Wolfhart Totschnig (Fully Autonomous AI, Science and Engineering Ethics, 2020), argues in contrast that a fully autonomous agent will have the ability to change its utility function and will do so guided by its values. This commentary examines computational accounts of goals, values and decision-making. It rejects the idea that a rational agent will never select an action that changes its goal but also argues that an artificial intelligence is unlikely to be purely rational in terms of always acting to maximise a utility function. It nevertheless also challenges the idea that an agent which does not change its goal cannot be considered fully autonomous. It does agree that values are an important component of decision-making and explores a number of reasons why.

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Suizzo, Marie-Anne. „Parents' Goals and Values for Children“. Journal of Cross-Cultural Psychology 38, Nr. 4 (Juli 2007): 506–30. http://dx.doi.org/10.1177/0022022107302365.

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13

Laramee, Susan H. „Achieving our goals through ADA’s values“. Journal of the American Dietetic Association 104, Nr. 7 (Juli 2004): 1055. http://dx.doi.org/10.1016/j.jada.2004.06.004.

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14

Jolibert, Alain, und Gary Baumgartner. „Values, motivations, and personal goals: Revisited“. Psychology and Marketing 14, Nr. 7 (Oktober 1997): 675–88. http://dx.doi.org/10.1002/(sici)1520-6793(199710)14:7<675::aid-mar3>3.0.co;2-d.

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15

Sasanti, Elin Erlina, Susi Retna Cahyaningtyas und R. Sapto Hendri Boedi Soesatyo. „SUSTAINABLE DEVELOPMENT GOALS DISCLOSURES AND COMPANY VALUES“. Jurnal Riset Akuntansi Aksioma 19, Nr. 1 (15.06.2020): 29–45. http://dx.doi.org/10.29303/aksioma.v19i1.85.

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The existence of a global governance agenda requires companies all over the world to get involved in implementing Sustainable Development Goals (SDGs). However, previous study showed that corporate involvement in the achievement of SDGs is overall still limited and question on the company motives to disclose SDGs remains unclear. Therefore, the objective of this study is to analyze the association between SDGs disclosures and company values. This study also aimed to analyze the moderating effect of type of industry on the association between SDGs disclosures and company values. Study was conducted on companies listed in IDX, which disclosed SDGs in their Sustainability Reports. The results of this study suggest SDGs disclosures is associated to company value, which confirmed the signaling motives in the involvement of corporate SDGs. The results also showed that different types of industry could weaken the relationship between SDGs disclosure and company values, when associated with high-profile industry companies.

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16

Atkinson, Katie, und Trevor Bench-Capon. „States, goals and values: Revisiting practical reasoning“. Argument & Computation 7, Nr. 2-3 (28.11.2016): 135–54. http://dx.doi.org/10.3233/aac-160011.

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17

Glenn, Andrea L., Leah M. Efferson, Ravi Iyer und Jesse Graham. „Values, Goals, and Motivations Associated with Psychopathy“. Journal of Social and Clinical Psychology 36, Nr. 2 (Februar 2017): 108–25. http://dx.doi.org/10.1521/jscp.2017.36.2.108.

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18

Kraimer, Maria L. „Organizational goals and values: A socialization model“. Human Resource Management Review 7, Nr. 4 (Dezember 1997): 425–47. http://dx.doi.org/10.1016/s1053-4822(97)90028-0.

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19

Conger, Michael, und Jeffrey G. York. „How Values and Identity Drive Entrepreneurial Goals“. Academy of Management Proceedings 2012, Nr. 1 (Juli 2012): 15263. http://dx.doi.org/10.5465/ambpp.2012.15263abstract.

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20

Vyskocilova, J., J. Prasko, M. Ociskova, Z. Sedlackova, M. Marackova, M. Holubova, R. Hruby und M. Slepecky. „Values and Values Work in Cognitive Behavioral Therapy“. European Psychiatry 33, S1 (März 2016): S456—S457. http://dx.doi.org/10.1016/j.eurpsy.2016.01.1660.

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BackgroundValues influence our thought patterns, emotions, wishes, and needs. Although individuals may be fully aware of their value systems, these often lie more or less outside the area of full consciousness. At least occasional awareness of one's priorities and set of values may be an effective means of self-regulation.MethodLiterature review and description of cases.ResultsCognitive behavioral therapy is aimed at dealing with practical problems and goals in life through changes in cognitive processes, behavior, and emotional reactions. Changes to some values naturally accompany changes to these processes. Life values also underlie motivation to achieve therapeutic changes. For this reason, clarification of patients’ life values is important to therapists as focusing on values aids in connecting therapeutic goals with important areas of life. In addition to a better understanding of patients’ life stories and difficulties that have brought them to a psychotherapist, the identified value system may become a part of everyday CBT strategies such as time management, cognitive restructuring or accommodation of conditional assumptions.ConclusionIdentification and assessment of life values and their use in the course of therapy is a process that increases patients’ motivation to face unpleasant emotions and make careful steps in CBT in order to achieve therapeutic goals. Knowing the patient's life values may help the therapist set therapeutic goals that are associated with significant areas of the patient's life. Together with other CBT techniques, this value-oriented approach increases the effectiveness of therapy and durability of its outcomes after its completion.Disclosure of interestThe authors have not supplied their declaration of competing interest.

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Borovskikh, Aleksei Viacheslavovich, und Nikolai Khristovich Rozov. „Evolution of the goals and values of education“. Moscow University Pedagogical Education Bulletin, Nr. 2 (29.06.2012): 3–17. http://dx.doi.org/10.51314/2073-2635-2012-2-3-17.

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Discussing the changing goals and values of school education in recent years, the authors formulate the activity principle of pedagogy: the purpose of education is to prepare people for future participation rights in the activities of human society; the content of education is the development of general methods, skills and forms of human activity. The study of school subjects is not a goal, but a means of training, education and development. It is concluded that the need for oversubject content over the formation of educational programs.

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Dunlap, Lucas, Amanda Corris, Melissa Jacquart, Zvi Biener und Angela Potochnik. „Divergence of values and goals in participatory research“. Studies in History and Philosophy of Science Part A 88 (August 2021): 284–91. http://dx.doi.org/10.1016/j.shpsa.2021.06.015.

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23

Merrow, Nancy. „Coaching competencies for physicians: goals, values, and beliefs“. Canadian Journal of Physician Leadership 7, Nr. 1 (17.09.2020): 14–17. http://dx.doi.org/10.37964/cr24722.

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24

Elliott, Kevin C., und Daniel J. McKaughan. „Nonepistemic Values and the Multiple Goals of Science“. Philosophy of Science 81, Nr. 1 (Januar 2014): 1–21. http://dx.doi.org/10.1086/674345.

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25

Koul, Ravinder. „Multiple motivational goals, values, and willingness to cheat“. International Journal of Educational Research 56 (Januar 2012): 1–9. http://dx.doi.org/10.1016/j.ijer.2012.10.002.

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26

Alarcón Castillo, Vania. „Contemporary Phenomenologies of Normativity. Norms, Goals, and Values“. Stoa 14, Nr. 28 (15.08.2023): 245–57. http://dx.doi.org/10.25009/st.2023.28.2774.

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27

Kantor, N. Yu. „SOCIAL VALUES AND GOALS OF ADMINISTRATIVE LAW NORMS AS KEY CATEGORIES OF OBJECTIVES IN ADMINISTRATIVE LAW“. Constitutional State, Nr. 52 (15.12.2023): 48–54. http://dx.doi.org/10.18524/2411-2054.2023.52.291714.

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The article reveals the content of social values and goals of administrative law norms as key categories of goal setting in administrative law. It has been found that the role of social values, on which the subject of goal-setting of legal norms is oriented (should be oriented), is manifested in the following functions: 1) values form a specific picture of the world, a kind of cultural (civilizational) worldview of the era, taking into account a certain scale of values; 2) values form a system of transmitted experience, in which innovations and traditions are in a state of synthesis; 3) values act as the basic basis of the thinking style of a person of a certain era, they contain a model of the variability of a categorical way of thinking and a basis for the formation of new categories. It is proven that since the goal expresses the future and desired state of the object of activity based on the perceived value, it cannot be detached and independent from the social scale of values. However, when it comes to goals and values in law, there are specific connections between social values and the goal of law as a whole or the goals of its elements (branches of law, legal institutions, legal norms). The lower the level of elements of the legal system (law as a regulator of social relations, branch of law, legal institution, legal norm), the less the dependence of their goals on social values. That is precisely why, when characterizing law as a regulator of social relations, there is always a need to correlate its goals with social values. The same thing happens at the level of branches of law, because both legislators and scientists working in this field of legal relations try to emphasize the conformity of the goals of, for example, administrative law with certain social values. It was concluded that the relationship between the social value and the goal, as an element of goal-setting of the rule of administrative law, is as follows: 1) not every goal of the rule of law is a mandatory reflection of some specific social value, it just must not contradict the existing social values in society; 2) the goals of a large number of legal norms are formed not on the basis of social values, but on the basis of the needs of practice.

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Chase, Jared A., Ramona Houmanfar, Steven C. Hayes, Todd A. Ward, Jennifer Plumb Vilardaga und Victoria Follette. „Values are not just goals: Online ACT-based values training adds to goal setting in improving undergraduate college student performance“. Journal of Contextual Behavioral Science 2, Nr. 3-4 (Oktober 2013): 79–84. http://dx.doi.org/10.1016/j.jcbs.2013.08.002.

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29

Adebiyi, Marie Elomba, Younis Al-Hassan, Carole Hansbourgh und Christopher Edginton. „Values Attached to Educational Goals, Study Processes, and Educational Motivation“. Journal of Education and Development 1, Nr. 1 (16.11.2017): 48. http://dx.doi.org/10.20849/jed.v1i1.252.

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This study examines the relationship between educational values and educational goals, student motivation and study processes, and how values attached to educational goals predict motivation and student study processes. 181 randomly selected graduate and undergraduate students from a Midwestern university in the United States were recruited to participate in an online survey. The results demonstrated that values attached to educational goals and perceived educational outcomes have a weak but significant positive correlation with student study processes. In addition, values for educational goals significantly predict student study processes and educational motivation. Thus, it is suggested that educators should enhance personal values for education and develop strategies aimed at building and enhancing students’ values for education. Further studies on the values for educational goals and perceived educational outcomes will contribute to the understanding of concepts and theories related to motivation in education and possibly influence student outcomes, such as dropout rates. Teachers and people working in higher education need to understand that students’ values of perceived outcomes and goals are relevant components to their motivation in education. Because there are few studies on students’ values for educational goals and outcomes, more empirical evidence is imperative to help teachers assist students sustain their motivation in their educational pursuit and improve their study processes.

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Kulbaka, Jacek. „Goals and Values in Education and Upbringing – Historical Contexts“. Ruch Filozoficzny 77, Nr. 4 (15.07.2022): 57–72. http://dx.doi.org/10.12775/rf.2021.036.

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The text contains information on the history of pedagogical thought. The author’s intention was to show universal goals and educational values and ideals throughout history (from antiquity to the present).

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31

Nikandrov, N. D. „Values as the Basis of the Goals of Upbringing“. Russian Social Science Review 40, Nr. 3 (Mai 1999): 66–81. http://dx.doi.org/10.2753/rss1061-1428400366.

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32

Danka, M. A. „Differences in Values and Goals of Occupational Therapy Students“. American Journal of Occupational Therapy 47, Nr. 5 (01.05.1993): 453–59. http://dx.doi.org/10.5014/ajot.47.5.453.

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33

Hulleman, Chris S., Amanda M. Durik, Shaun A. Schweigert und Judith M. Harackiewicz. „Task values, achievement goals, and interest: An integrative analysis.“ Journal of Educational Psychology 100, Nr. 2 (Mai 2008): 398–416. http://dx.doi.org/10.1037/0022-0663.100.2.398.

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34

Robert, Kates W., Thomas M. Parris und Anthony A. Leiserowitz. „What is Sustainable Development? Goals, Indicators, Values, and Practice“. Environment: Science and Policy for Sustainable Development 47, Nr. 3 (April 2005): 8–21. http://dx.doi.org/10.1080/00139157.2005.10524444.

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35

Anderson, Denise M. „Overarching Goals, Values, and Assumptions of Integrated Curriculum Design“. SCHOLE: A Journal of Leisure Studies and Recreation Education 28, Nr. 1 (April 2013): 1–10. http://dx.doi.org/10.1080/1937156x.2013.11949690.

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36

TAYLOR-GOOBY, PETER. „Choice and Values: Individualised Rational Action and Social Goals“. Journal of Social Policy 37, Nr. 2 (April 2008): 167–85. http://dx.doi.org/10.1017/s0047279407001699.

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AbstractFor excellent reasons, in response to pressures from social, economic and political changes, welfare states are undergoing reform. A central theme in the new policies, particularly influential in the UK, is the use of incentives through activation programmes and reforms to public sector management to promote rational responsible choices by both service users and providers. The theoretical underpinning of this approach relies on a model of people as plural in their values, but holding values that are independent from social context and institutional framework. Policy seeks to harness those values to produce desired behaviour. This article focuses on two relevant literatures. Analyses of rational action at an individual level by economic psychologists, evolutionary biologists and game theorists indicate that the context in which choices are framed influences responses. Further work by economic sociologists and social psychologists suggests that the values that guide behaviour have an important social element as normative systems embodied in institutional frameworks. The norms appropriate to market interactions typically differ from welfare norms, so that different value frameworks and responses apply. The implication is that the transition to quasi-market and individualised incentive systems risks damaging the norms that sanction support for distant but vulnerable groups. The article falls into three sections: reviewing the background to reform and the emergence of an emphasis on individualised rational choice, considering each of the literatures mentioned above and discussing policy consequences.

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Elliott, Kevin C. „Douglas on values: From indirect roles to multiple goals“. Studies in History and Philosophy of Science Part A 44, Nr. 3 (September 2013): 375–83. http://dx.doi.org/10.1016/j.shpsa.2013.06.003.

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38

Nelissen, R. M. A., A. J. M. Dijker und N. K. de Vries. „Emotions and goals: Assessing relations between values and emotions“. Cognition & Emotion 21, Nr. 4 (Juni 2007): 902–11. http://dx.doi.org/10.1080/02699930600861330.

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39

Frank, David M. „Conservation Goals and Species Preservation: Uncertainty and Multiple Values“. Ethics, Policy & Environment 16, Nr. 1 (März 2013): 19–21. http://dx.doi.org/10.1080/21550085.2013.768384.

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40

Nikandrov, N. D. „Values as the Basis of the Goals of Upbringing“. Russian Education & Society 41, Nr. 2 (Februar 1999): 50–66. http://dx.doi.org/10.2753/res1060-9393410250.

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41

Holmes, JH. „Changing values, goals, needs and expectations of rangeland users.“ Rangeland Journal 16, Nr. 2 (1994): 147. http://dx.doi.org/10.1071/rj9940147.

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42

Milnes, Sharyn L., Yianni Mantzaridis, Nicholas B. Simpson, Trisha L. Dunning, Debra C. Kerr, Joan B. Ostaszkiewicz, Gerry T. Keely, Charlie Corke und Neil R. Orford. „Values, preferences and goals identified during shared decision making between critically ill patients and their doctors“. Critical Care and Resuscitation 23, Nr. 1 (01.03.2021): 76–85. http://dx.doi.org/10.51893/2021.1.oa7.

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Objective: Examine values, preferences and goals elicited by doctors following goals-of-care (GOC) discussions with critically ill patients who had life-limiting illnesses. Design: Descriptive qualitative study using four-stage latent content analysis. Setting: Tertiary intensive care unit (ICU) in South Western Victoria. Participants: Adults who had life-limiting illnesses and were admitted to the ICU with documented GOC, between October 2016 and July 2018. Intervention: The iValidate program, a shared decision-making clinical communication education and clinical support program, for all ICU registrars in August 2015. Main outcome measures: Matrix of themes and subthemes categorised into values, preferences and goals. Results: A total of 354 GOC forms were analysed from 218 patients who had life-limiting illnesses and were admitted to the ICU. In the categories of values, preferences and goals, four themes were identified: connectedness and relational autonomy, autonomy of decision maker, balancing quality and quantity of life, and physical comfort. The subthemes — relationships, sense of place, enjoyment of activities, independence, dignity, cognitive function, quality of life, longevity and physical comfort — provided a matrix of issues identified as important to patients. Relationship, place, independence and physical comfort statements were most frequently identified; longevity was least frequently identified. Conclusion: Our analysis of GOC discussions between medical staff and patients who had life-limiting illnesses and were admitted to the ICU, using a shared decision-making training and support program, revealed a framework of values, preferences and goals that could provide a structure to assist clinicians to engage in shared decision making.

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Lee, DongHun, Yinghui Zhang, Michael Cottingham, JungKun Park und Ho Yeol Yu. „Values and goals of Chinese sport consumers contrary to American counterparts“. International Journal of Sports Marketing and Sponsorship 18, Nr. 1 (06.02.2017): 11–28. http://dx.doi.org/10.1108/ijsms-05-2016-0027.

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Purpose Existing studies suggest the importance of research related to values and goals and their impacts on consumer involvement. However, cross-cultural examination of values and goals in the context of sport is scarce. To broaden our understanding of the cultural impact of values and goals on sport involvement, the purpose of this paper is to compare perspectives between Easterners (Chinese) and Westerners (Americans). Design/methodology/approach This exploratory research utilized both online and written surveys to collect two convenience samples from 281 American and 636 Chinese participants. Analysis included descriptive statistics, correlations, and regression analyses. Findings Results indicated both populations perceived values and goals differently; Chinese responded less favorably to values and goals than American counterparts. Values and goals predicted cognitive and behavioral sport involvement with variance in each population. Results generally supported a large cultural variation between the cultures. Lastly, similarities and differences in the perceived importance of values and goals and their subsequent impacts on cognitive and behavioral sport involvement suggest a need for a unique managerial approach when American businesses enter new cultural boundaries like China. Originality/value This research is significant because studies exploring values and goals and their influences on sport consumption at the cross-cultural level are still limited in sport literature. Furthermore, an empirical examination of the impact of values and goals on sport consumers across cultures will help increase generalizability of the findings to sport literature.

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Mackenzie, Sarah. „Goals of our own“. Nursery World 2020, Nr. 13 (02.10.2020): 20–21. http://dx.doi.org/10.12968/nuwa.2020.13.20.

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45

Antiochou, Konstantina, und Stathis Psillos. „Transparency, Values and Trust in Science“. Ruch Filozoficzny 77, Nr. 4 (15.07.2022): 73–94. http://dx.doi.org/10.12775/rf.2021.037.

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Current debates over inductive risk and the role(s) of values in science have largely revolved around the question of the moral responsibilities of scientists: Do scientists have the duty to consider the potential non-epistemic consequences of theories they advocate and, if yes, what (or whose) values should be taken into account in decision-making? The paper discusses two different – though potentially complementary – responses to this question: a) H. Douglas’s view that scientists should avoid causing reckless or negligent harm to others as a result of the decisions they make and b) K. Elliott’s Multiple Goals Criterion. Drawing from the case of potential coronavirus transmission by sharing the Holy Communion that recently divided Greek society and medical experts, it shows the tensions emerging between autonomy and the moral responsibilities of scientists, when the boundaries of science are blurred and the epistemic goal of truth is inconsistent with (or succumbs to) alternative goals. It argues that the balance attempted between scientific principles and religious beliefs was unattainable and concludes that the need to distinguish between epistemic and non-epistemic values (and contexts or truths), which is traditionally related to the ideal of value free science, should be reconsidered and even prioritized among the responsibilities of scientists.

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Muzikante, Inese, und Daina Škuškovnika. „HUMAN VALUES AND ATTITUDES TOWARDS MONEY“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 7 (25.05.2018): 153. http://dx.doi.org/10.17770/sie2018vol7.3433.

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Spending money which is not earned becomes more available practice with help of the various types of cash loans. It causes social problem in society because easiness of getting money puts families at risk due to the high loan percent. Our study aims to understand ifhuman values are related to attitudes towards money and in what way if any.Values are motivational constructs that apply to abstract goals (Schwartz, 1992). Schwartz believes that the main aspect of value contents is the type of goal or the motivation it expresses (Schwartz, 1992). Also, values are abstract goals and do not effect decisions in specific situations they can work as the underlying assumptions for creating attitudes. Attitudes are more situation-specific and correlate with behavior at moderate level. In our study values were measured using Portrait Values Questionnaire, PVQ-21 (Schwartz, Melech, Lehmann, Burgess, & Harris, 2001). Attitudes towards money were measured using modified version of Money Attitude Scale (Yamauchi & Templer, 1982). Question regarding money related behavior were also asked. We surveyed one thousand and five respondents from whom 58% were female, all age groups where presented according to Latvia’s population (representative sample). Results reveal that values correlate with attitudes towards money although modestly.

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Tevrüz, Suna, Tülay Turgut und Murat Çinko. „Integrating Turkish Work and Achievement Goals With Schwartz’s Human Values“. Europe’s Journal of Psychology 11, Nr. 2 (29.05.2015): 259–79. http://dx.doi.org/10.5964/ejop.v11i2.825.

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The purpose of this study was to examine the integration of indigenous values developed in Turkey to Schwartz’s universal values. Students (N = 593) from six universities in Istanbul responded the value scale, which consists of 10 etic PVQ items (each item representing one of 10 main Schwartz values) and 23 emic WAG items (representing work-achievement goals). PROXSCAL, a multidimensional scaling method, was used to test whether etic and emic sets of values integrate and form the universal circular structure proposed in Schwartz value theory. The motivational continuum of values as a circular structure was similar to pan-cultural results, but adding another value type to the openness to change pole. While some of the items in this region represent autonomy of thought, remaining items diverge. The principle of conflicting values on opposite poles was not supported in relation to openness to change-conservation dimension. These two poles had similar priorities, contrasting with pan-cultural results, and demonstrating a culture-specific aspect of responding to motivational goals. Insights gained by emic studies will be functional in enriching understanding values, and contributing to the comprehensiveness and universality of Schwartz value theory.

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Saunders, Carol, Sue Brown, Bendik Bygstad, Alan Dennis, Carlos Ferran, Dennis Galletta, Ting-Peng Liang, Paul Lowry, Jan Recker und Suprateek Sarker. „Goals, Values, and Expectations of the AIS Family of Journals“. Journal of the Association for Information Systems 18, Nr. 9 (September 2017): 633–47. http://dx.doi.org/10.17705/1jais.00468.

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APRIELIEVA, Iryna. „Conceptual fundamentals, goals and values of preschool education of Ukraine“. Humanities science current issues 1, Nr. 44 (2021): 173–79. http://dx.doi.org/10.24919/2308-4863/44-1-27.

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Kolack, Shirley, und William Sims Bainbridge. „Goals in Space: American Values and the Future of Technology.“ Social Forces 71, Nr. 2 (Dezember 1992): 540. http://dx.doi.org/10.2307/2580040.

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