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Basic individual values of Bulgarian students in emerging adulthood: Comparative analysis

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Magdalena Garvanova at University of Library Studies and Information Technologies
Magdalena Garvanova
Eva Papazova at Institute for Research in Education
Eva Papazova
  • Institute for Research in Education
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PSYCHOLOGICAL RESEARCH
Volume 22, No 3, December 2019
ISSN 0205-0617 (Print) ISSN 2367-9174 (Online)
http://journalofpsychology.org; E-mail: psy_research@abv.bg
C

Religiosity and Perceptions of Life and Death among Bulgarians and Indians: A Cross-
Cultural Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Diana PETKOVA


Tolerance/Intolerance of Ambiguity: Assessing Its Perceived Importance. . . . . . . . . . . . . .
Katya STOYCHEVA, Kalina POPOVA
Basic Individual Values of Bulgarian Students in Emerging Adulthood: A Comparative
Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Magdalena GARVANOVA, Eva PAPAZOVA


Values, Belief in a Just World and the Flourishing of Bulgarian Adolescents. . . . . . . . . . . . .
Ergyul TAIR, Kalina POPOVA

Positive Personality Changes in Adolescents Attending a Dual Educational System Voca-
tional Program. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Maria SOLEVA, Ivanka ASENOVA

Personality Traits and Family Environment: Antecedents of Student Aggression. . . . . . . . .
Yolanda ZOGRAFOVA, Diana BAKALOVA, Antoaneta HRISTOVA, Boryan AN-
DREEV, Viktoriya NEDEVA-ATANASOVA, Rositsa RACHEVA, and Zornitsa
TOTKOVA

Utilizing Delimited Occupational Therapy Model To Develop Social Skills in Children
with Asperger Syndrome. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Christos BAMPALIS
617
629
641
657
681
689
713

A Complex Method for Studying Socio-Psychological Factors in Risky Behavior on the
Road. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Antoaneta HRISTOVA, Kalina KRUMOVA, Boryan ANDREEV
A Multidimensional Method for Assessing Personality Characteristics Related to Risky
Driving Behavior. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Zornitsa TOTKOVA, Rositsa RACHEVA
Validity and Reliability of Methods for Assessing Cognitive Functions in Drivers. . . . . . . .
Rositsa RACHEVA, Zornitsa TOTKOVA, Dimitar SHTETINSKI,
Borian ANDREEV

Work
Strategic Orientations of Managers in IT Companies: Evidence from Bulgaria and Fin-
land. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tsvetelina PANCHELIEVA
The Role of Ego States in Subjective Career Success in Dierent Occupations. . . . . . . . . . .
Sezgin BEKIR, Ergyul TAIR
723
746
776
789
799






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





   

               

      
              
 
       
communist regime in Bulgaria.
          


               
  



   .         
  Psychological Research      




          









        
    
    

   
       
   cognitive structures 
     

      
     
  
      

    
    
termi-
nal values
instrumental values


   




 
     
     

 

      
        
 



       
     


     


    
    


      

psychosocial moratorium
     


      
     
  
     
    
  




-
     




 
       
     
     
  
      
     
      

     






     


     

     
   

Personality CharacteristicsInterrelations

Security







Conformity
        
     

  
  
 


 

     


  



    


 
     
 
    
      
  

 Benevolence   



 

 

 


 Universalism   

   





 

    

      
      
     
     
     

Stimulation
      
  
      

      



  

      
    






      

Achievement


 


     

   
     
   
      





 






  self-enhancement
conservationopenness to change

  
      

     
   


        
      
  


     
     
    

   
 collective interests  
      -
  

    



        
     

      


     

  
   
liberalism
     
        
     
      



 
     
      

     


     
  




  





        





Personality CharacteristicsInterrelations



 

emerging
   






psy-
chosocial moratorium


    



     
      
     
       
       
     


   
    




     



     
       
     
     

     
    
   
      
    
     



   
   
      
     


  
   
   
     




      

  
     



         

  
       








      
 



 
     
  



    
      


        
  
      
     

      


       


      



      
  
     

       


 
      


       
     


    

        
   
      
      
     
   

     
    
  





      
     
 

     
        

 
 
     
     
     
     
     

      
     
  


     
     
      

   
       
        

      
      
   
          

       
     



 


      


 
      
   

Personality CharacteristicsInterrelations 






 
 
M  






      




      
      

      




      
      

      





      
      

      




      
      

      





      
      

      




      
      

      




      
      

      





      
      

      




      
      

      




      
      

     
    
      

   
     

      
   



    
     
     
     


  
      

  
     


  

    
   
     
    self-actualization per-
sonality     


Personality CharacteristicsInterrelations




 
 
M  






       
 

      
      

       




      
      



       
 

      
      

       




      
      

       
 

      
      



       




      
      


  
       
   
        
     
      


    
       

 


     
     
     






     
 
  
     
 


     
   
     
 



   
      

     

      
     






     

 
       

 

       
  

     

 
 
     
      

     
       


       




      
      

       
 

      
      



       
 

      
      



      
       
      
       
    
     


 

    
      
 
       
       


  t

      


 

 
  
  


     



  


    



      
 

materialist values of survivalpost-ma-
terialist values of self-expression 
      


     

     
      
    
     
  
     
    
in-
groups     
Personality CharacteristicsInterrelations 
             
              

   



      

  
 out-groups   
 

    
    
      

     
 




-
  
  

    
      
 

     

     
       
      
      
 

     

 


     

     
      
 



 

  

 
    
   
       
      
     
      
 



 
 

support the sec-

    


 


   

      
    



   

    

     
 
 



     

     
     

    
       
   
    

    

    

  



      
     




  
 



     
   
        



    

  
       
   
      
     

   
    
      
    

       







 The American Psychologist 

      
     


Journal
of Drug Issues
      
     
 

     
    
Stage or Process?

Tsennosti. Tsennosten stres…
Tsennostna kriza!   
     

   Dimensionalna organi-
zatsiya na tsennostnata sistema na balgarite
  


      
Personality CharacteristicsInterrelations

sbornik    
      
     


 European Journal of Personality

       
     
    
    

      
    
   European Sociological


  Journal of Social Issues 


 
Evropeyskite

    
      

Horizontalnoto obshtestvo




      

  
    


  



    

Transformatsiya v tsennostite
na savremenniya balgarin
     

     

   
      
 
-

     
      

     
  

  
      
Savremenni
izmereniya na evropeyskoto obrazovatelno
     
      
 
  

      
     
     European


      
     
   

     

   

  

    -
      
    


       
    
    
      


    -
    
    
   

     
    
 Sotsiologicheski problemi

     
    






     

        
   
    British Journal of
Social Psychology


      
  
     
  
     
hora v evropeyska Balgariya  
      
       

     



    -
  
     

      
      

Sravnitelen analiz po Evropeyskoto sotsialno
    

   



     
     Journal of





     
     
   
  

       
    
      
Psychological Thought
-
nen portret na evropeiski fon 
      

Personality CharacteristicsInterrelations




     
    



   
    
Bulgarian Journal of Psychology 

       

      
     
  American Psychologist

       
    
   

  




     




   

       

 Journal of Cross-Cultural
Psychology
       
    
     
Psychology
        
      
    
  
Psychology
         
     
     
    

     
Sotsialnopsihologichni problemi   


   

-
-
noto blagopoluchie    
   


      
ctivism
       
     
    European




... Some researchers have pointed out that the value hierarchy is a relatively stable psychological structure that is formed in early childhood and difficult to change in the individual lifespan (Rokeach & Ball-Rokeach, 1989; Baytchinska, 1994). The author's previous studies have also revealed that a larger time range is needed to register a significant value hierarchy reorganization (see Garvanova, 2013; Papazova & Garvanova, 2008). Based on data from the literature we can assume that among Bulgarian students: 1. ...
... Based on data from the literature we can assume that among Bulgarian students: 1. During the period 2005-2007, there will be a short-term trend towards sustainability of value priorities (Papazova & Garvanova, 2008). 2. In the interval 1995-2007, there will be a long-term trend towards increasing individualistic values (Garvanova, 2013). ...
... In the current study, the Schwartz Value Survey, including 58 values, is applied (SVS; Schwartz, 1992). Respondents need to assess the importance of each value, using a 9-point scale (from 0 – not important to 7 – extremely important, and Papazova & Garvanova, 2008). 174 ...
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... Some researchers have pointed out that the value hierarchy is a relatively stable psychological structure that is formed in early childhood and difficult to change in the individual lifespan ( Rokeach & Ball-Rokeach, 1989;Baytchinska, 1994). The author's previous studies have also revealed that a larger time range is needed to register a significant value hierarchy reorganization (see Garvanova, 2013;Papazova & Garvanova, 2008). Based on data from the literature we can assume that among Bulgarian students: 1. ...
... Based on data from the literature we can assume that among Bulgarian students: 1. During the period 2005-2007, there will be a short-term trend towards sustainability of value priorities ( Papazova & Garvanova, 2008). 2. In the interval 1995-2007, there will be a long-term trend towards increasing individualistic values ( Garvanova, 2013). ...
COMPLEXITY OF THE STRUCTURE OF SOCIAL IDENTITY IN THE CONTEXT OF RELIGIOUS, ETHNIC AND CIVIL COMPONENTS
Article
Full-text available
  • May 2014
The article presents the results of the socio-psychological study of the structure of social identity of the chechens and ingush. The study revealed a complex structure of vainakh’s social identity as there are certain conflicts between ethnic and religious identity, religious and civic identity.
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... In terms of age, some studies have found that benevolence and openness to experience are among the value priorities and dominant life goals of modern youth (e.g. [23], [24]. The empirical findings related to the motivational complex of the personality are also in support of the findings made (Table 3 and Table 4). ...
Reading as a key factor for personality development of adolescents
Conference Paper
  • Jul 2021
The purpose of this paper is to outline the benefits of the reading for the personality development of adolescents in the conditions of digital transformation in the modern society through empirical study among 245 pupils from different Bulgarian secondary schools, using the world-renowned methods in the field of contemporary psychology such as Big 5 and Basic Needs Satisfaction in General Scale-BNSG-S. The results of the study reveal that reading young people are more likely to develop important personality skills, personality traits, intrinsic motives and values such as benevolence, intellect, imagination, acquisition of new experience, competence and etc. compared with illiterate ones. Therefore, the reading is a key factor for mental well-being and optimal functioning of the personality regarding the concept of life development during youth. The empirical research also raises some questions related to the implementation of effective educational activities in order to stimulate the reading books among youngsters such as: studying more attractive literary works at school, more motivating literature teachers, organizing literary clubs, competitions, public lectures, charity campaigns, etc. The results obtained can be used for the development of effective educational policies and practices for the improvement of the activity of the pedagogical staff, for the stimulation of the youth development and the civic initiatives in the promotion of reading literacy among the younger generations.
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... A significant theoretical contribution to the study of value orientations was made by the works of foreign scientists (Arnett, 2014;Papazova & Garvanova, 2008;Rokeach, 1972;Schwartz, 2007) and domestic scientists (Bibik, 2015;Kosintseva et al., 2017;Russkikh, 2018;Yadov, 2007) and others. Studies of value orientations in Russian science are quite extensive, but they mainly concern groups of children and adolescents, and only to a small extent -university students. ...
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... In ontogenetic aspect, a typical feature of values is their extremely early formation between the age of 13 and 19 when a person, though still far from social maturity, nonetheless explicitly manifests his/her value orientation in the act of choice of behaviour (Stoitsova, 1998). It is therefore not surprising that more recent empirical studies in Bulgaria, based on the model of Schwartz (1992), are focused primarily on youth samples where individual interests prevail over collective ones (Baytchinska, 1994;Papazova & Garvanova, 2008;Tair, 2011;Garvanova, 2013). ...
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... In ontogenetic aspect, a typical feature of values is their extremely early formation between the age of 13 and 19 when a person, though still far from social maturity, nonetheless explicitly manifests his/her value orientation in the act of choice of behaviour (Stoitsova, 1998). It is therefore not surprising that more recent empirical studies in Bulgaria, based on the model of Schwartz (1992), are focused primarily on youth samples where individual interests prevail over collective ones (Baytchinska, 1994;Papazova & Garvanova, 2008;Tair, 2011;Garvanova, 2013). ...
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The Cultural Embeddedness of Arguments Raised as a Part of the Bulgarian Debate About the Ratification of the Istanbul Convention
Article
Full-text available
  • Jun 2022
  • Argumentation
The paper presents an analysis of the cultural embeddedness of arguments, raised as a part of the Bulgarian debate about the ratification of the Istanbul convention. The method I employed was the localization procedure of Generalized Argumentation theory. Through a qualitative analysis of empirical argumentation data, I identified arguments in favour of or against the ratification of the Istanbul convention. Information about the cultural background against which these arguments were raised, i.e. about Bulgarian culture, was gathered from the part of the ninth wave of the European Social Survey that used the Portrait Value Questionnaire—an instrument for measuring human values, based on Schwartz’s theory of human values. By establishing a certain relationship between the arguments and the cultural background information, I came to the conclusion that the debate between the proponents and the opponents of the ratification represented a conflict between the basic values of universalism and tradition, and more particularly, between the lower-order values of equality and respect for tradition.
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Emerging Adulthood: The Winding Road from the Late Teens Through the Twenties (2nd edition)
Book
Full-text available
  • Jan 2019
Since 1960, the lives of young people in their late teens and twenties have changed so dramatically that a new stage of life has developed. In his provocative work, Jeffrey Jensen Arnett has identified the period of emerging adulthood as distinct from both the adolescence that precedes it and the young adulthood that comes in its wake. Arnett's new theory has created an entire thriving field of research due to his book that launched the field, Emerging Adulthood. On the 10th Anniversary of the publication of his groundbreaking work, the second edition of Emerging Adulthood fully updates and expands Arnett's findings and includes brand new chapters on media use, social class issues, and the distinctive problems of this life stage. Merging stories from the lives of emerging adults themselves with decades of research, Arnett covers a wide range of other topics as well, including love and sex, relationships with parents, experiences at college and work, and views of what it means to be an adult. As the nature of growing up and the meaning of adulthood further evolve, Emerging Adulthood will continue to be essential reading for understanding ages 18-29.
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Cross-Cultural Study of Psychological Types at the Years of Emerging Adulthood
Article
Full-text available
  • Oct 2015
Възникващата зрелост съществува единствено в култури, които позволяват на младите хора продължителен период на независими социални роли и проучване през късното юношество и двадесетте години. Тя е период от хода на живота, който е културно конструиран, а не универсален и неизменен (Arnett, 2000). Това допускане породи идеята за изследване и съпоставка на тази възраст при три култури – българска, хавайска и новозеландска. Използван е Типологичният индикатор на Майерс и Бригс MBTI, форма G (Myers et al., 1998). Извадката се състои от 289 изследвани лица на възраст 18-29 г., съответно 100 българи, 89 хавайци и 100 новозеландци. Направени са 6 SRTT сравнения. Резултатите показват типологична специфика, която отличава групата на българите на възраст 18-29 г. от техните връстници от Хавай, САЩ и Нова Зеландия. Спецификата се изразява в предпочитания към N,P,T,IN,NP,NT,IP, TP и INTP и в голяма степен съответства на стремеж а към нови търсения, проучвания и възможности, характерен за годините на възникващата зрелост. Наблюдават се и типологични различия в зависимост от фактора „пол“.
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Debating Emerging Adulthood: Stage or Process?
Book
  • Jan 2010
In this book two pairs of developmental psychologists take sides in a spirited debate over the theory of "emerging adulthood," Jeffrey Arnett's proposal that a new life stage has developed in between adolescence and young adulthood, lasting roughly from ages 18 to 25. Arnett and Jennifer Tanner argue that as young people around the world share demographic similarities such as longer education and later marriage, the 18-25 age period is best understood as entailing the rise of a new life stage of emerging adulthood. However, because the experiences of emerging adults worldwide vary according to cultural context, educational attainment, and social class, Arnett and Tanner suggest that there may not be one but many different emerging adulthoods. An important issue for this burgeoning area of inquiry is to explore and describe this variation. In contrast, Marion Kloep and Leo Hendry assert that stage theories have never been able to explain individual transitions across the life course; in their view, stage theories-including the theory of emerging adulthood--ought to be abolished altogether, and explanations found for the processes and mechanisms that govern human change at any age. This book provides the argument of "stage or process" in full-force, with vigorous disagreements, conflicting alternatives, some leavening humor, and ultimately even some common ground.
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Attitudes and Attitude Change
Article
  • Jan 1993
The abstract for this document is available on CSA Illumina.To view the Abstract, click the Abstract button above the document title.
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