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Abstract

Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals’ behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children’s Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ’s theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p p p p < 0.001). The relationship of the CVQ to Schwartz’s Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.

Item Type:	Article
Authors/Creators:	Fyffe, LR and Hay, I
Keywords:	children, values, gender, development, assessment, primary students, pedagogy, teaching
Journal or Publication Title:	Education Sciences
Publisher:	MDPI AG
ISSN:	2227-7102
DOI / ID Number:	10.3390/educsci11070309
Copyright Information:	Copyright: © 2021 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/).
Related URLs:	UTAS Profile: Hay, I
Item Statistics:	View statistics for this item

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