PRACTICAL 5

Personal Value Ques onairre

Aim-
To assess the par cipants’s personal value using the personal value
ques onnaire by Dr. G.P Sherry and Dr. R.P Verma.

Introduc on-

Generally, values mean moral ideas, general concep ons or orienta on

towards the world or simply interests, a tudes, preferences, needs,
sen ments, and disposi ons. Values refer to stable life goals that people
have, re ec ng on what is most important to them. These are established
throughout one’s life as a result of accumula ng life experiences and tend
to be rela vely stable. Values can be de ned as a set of principles of
standards of behaviour, an enduring belief, or a speci c mode of conduct
that is personally or socially preferred.
According to M. Haralambos, “A value is a belief that something is good
and desirable”.
According to R.K. Mukherjee, “Values are socially approved desires and
goals that are internalized through the process of condi oning, learning
or socializa on and that become subjec ve preferences, standards, and
aspira ons”.
According to Zaleznik and David, “Values are the ideas in the mind of men
compared to norms in that they specify how people should behave.
Values also a ach degrees of goodness to ac vi es and rela onships”
According to I. J. Lehner and N.J. Kube, “Values are an integral part of the
personal philosophy of life by which we generally mean the system of
values by which we live. The philosophy of life includes our aims, ideals,
and manner of thinking and the principles by which we guide our
behaviour”
ti
ti

ti
fl
ti
ti
ti
ti

tt

ti
ti

fi
ti
tti
ti
ti

ti
ti

ti
fi
ti
ti
ti

 Thus, values are collec ve concep ons of what is considered good,

desirable, and proper or bad, undesirable, and improper in a culture.
Types of values:
Values can be classi ed as universal, human, personal, family,
sociocultural, moral, ethical, aesthe c, spiritual, material, economic, and
pragma c values.

• Universal values: They are the set of norms of coexistence that are
valid, accepted by a community at a certain me, but also shared by
the vast majority of people around the world. They are the basic
principles around which the basic rules of respect, acceptance and
good behaviour of human beings are established. Among these
universal values are responsibility, jus ce, freedom, goodness,
honesty, friendship, respect, love, trust, solidarity, and
understanding.

• Human values: These are norms and principles that are taught to
us from birth and grow as an intrinsic part of our being. Within
these values can be humility, loyalty, sensi vity, and will.

• Personal values: Beyond the values ins lled throughout our lives,
each individual by their beliefs, their experiences and their
par cular way of thinking and being, adapts them in a unique and
personal way. This is also determined in great measure by the
personal experiences of each one. These are what determine their
behaviour and their be er or worse adapta on in interpersonal,
labour and social rela ons. Some of these values are faithfulness,
gra tude, discipline, pa ence, empathy, and understanding.

• Family values: These are the set of beliefs accepted and prac ced
within the family, product of the tradi on and the par cular
experiences of the same. Some family values are union, respect, joy,
ti
ti
ti

fi
ti
ti
tt
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti




ti

 and sincerity.

• Sociocultural values: These are the set of beliefs that are broader
and accepted by a society that shares common codes. They help
establish rela onships of respect and harmony among many
individuals who may think di erently and have diverse histories, but
who understand and respect general norms. Some of these values
are patrio sm, punctuality, self-control, and generosity.

• Moral values: These serve to make decisions that are framed

within ethics. Morality tells us how to act in speci c situa ons.
Moral values seek happiness and self- realiza on through kindness,
honesty and other human virtues.

• Ethical values: In a way, all universal, human or personal values are,

in short, ethical values, since they have a strong moral burden.
Ethical values are almost the same as moral values, except in a more
prac cal manner. Moral values act in a more philosophical eld,
more internal of the person and then, the decisions and ac ons
taken as a result of their re ec on, determine their ethical values.

• Aesthe c values: They have the ul mate purpose of beauty, and to

get it involved other aspects such as harmony and balance. It refers
to physical proper es that produce aesthe c enjoyment.

• Spiritual values: They are beliefs that are given by faith and not so
much by speci c norms or laws or created by men to guarantee
order. They are associated with immaterial and intangible aspects,
but they can become very profound and govern the behaviour of the
human being in the other aspects of his life.
ti
ti
ti
ti


fi
ti
fl
ff
ti
ti


ti


ti
fi


ti


ti
fi


 • Material values: these values do not have to do with the
philosophical, moral or thinking aspects, but with concrete elements
that coexist with people and help them to subsist and live more
comfortably. These values are related to material goods that cover
basic needs such as clothing, food, health and leisure.

• Economic values: These refer to the material, commercial or

monetary value of some good or physical object. It is a term mostly
used for what has to do with wealth genera on or material growth.

• Pragma c values: It is the prac cal value of things, their

func onality or ability to use, a ributes that make an object useful
or facilitate some task.
Addi onally, values can also be classi ed according to the Milton
Rokeach classi ca on. An extensive research conducted by the
noted psychologist Milton Rokeach, iden es two basic types of
values: terminal and instrumental values.

• Terminal values: A terminal value is an ul mate goal in a desired

status or outcome. These lead to the ends to be achieved. These
refer to desirable end-states of existence, the goals a person would
like to achieve during his or her life me. They include happiness,
self-respect, recogni on, inner harmony, leading a prosperous life,
and professional excellence.

• Instrumental values: Instrumental values relate to means for

achieving desired ends. It is a tool for acquiring a terminal value.
These include being honest, sincere, ethical, and being ambi ous.
These values are more focused on personality traits and character.

• Factors a ec ng values:
There are various factors that a ect the values of an individual.
Some of those factors are:
ti
ti
ti
ff
ti
fi
ti
ti







tt
ff
ti
ti
fi
ti
ti


fi
ti


ti




 Asser veness: It is the ability to honestly express your opinions,
feelings, a tudes, and rights, without undue anxiety. This behaviour
earns the individual respect from others, while the others treat him with
love as he is a man of self-respect.

• Locus of control: It is the degree to which people believe they are

masters of their own fate that they control what happens to them or
believe what happens to them is controlled by outside forces.

• Future orienta on: It is de ned as “the degree to which a

collec vity encourages and rewards future-oriented behaviours such
as planning and delaying gra ca on. This changes an individual’s
moral thought process to be exible, adap ve and a ain spiritual
ful lment.

• Self-esteem: An individuals’ degree of liking or disliking themselves

and the degree to which they think they are worthy or unworthy has
an in uence in the change of their moral values and traits.

• Gender Egalitarianism: Men and women o en think di erently and

would react to moral dilemmas in di erent ways. Women would
favour care reasoning, need and sacri ce, while men incline to
favour fairness and rights, which is known as jus ce reasoning.

• Humane orienta on: An individual value changes posi vely and his
character is modi ed by being suppor ve and considerate to the
society and peers, also includes his compassion and generosity.

• Collec vism: A highly moral individual gives priority to group rights

over individual rights, but his individualis c trait will remind him
that each choice has consequences for which he will be held


fi
fl
ti
ti
ti
tti


ti
fi
ti
fi
ti
fl
fi
ti


ff
fi
ti
ti
ti
ft
ti
tt
ff
ti








 personally responsible.

• Self-Monitoring: Individuals high in self-monitoring show

adaptability in adjus ng their behaviour to external, situa onal
factors. They are highly sensi ve to external cues and behave
di erently in di erent situa ons.

• Risk Taking: People di er in their willingness to take chances and

a ects how long it takes to make a decision and how much
informa on they require before making a choice in uences the
internal trait and ethical behaviour of an individual.

Review Of Literature

Seth, A. (2018) conducted a study tled “A Study of Parental

Acceptance-Rejec on as Related to the Problems and Values of
Adolescents” which aimed at nding out the rela onship between the
parental acceptance-rejec on and the problems and values of
adolescents. Parental Acceptance - Rejec on Ques onnaire (PARQ),
Youth Problem Inventory (YPI), and Personal Value Ques onnaire (PVQ)
were administered on 300 adolescent boys and girls who were all of
16-17 years of age and were selected randomly. The ndings indicated
that the four basic problems of adolescents as well as most of their
values are related to their parental acceptance-rejec on.

Chacko, N. et. Al. (2016) conducted a study to nd out the impact of

values on career decisions of adolescents. Personal Value Ques onnaire
devised by Sherry and Verma (1998) and Career Decision Making Scale by
Tiwari and Hasan (1990) were administered to a total of 300 subjects, 150
boys and an equal number of girls who were iden ed using random
sampling technique. The ndings indicated that there existed a signi cant

ff
ff
ti
ff
ti
ti

ff


fi
ti
ti
ti
fi


ti
ti
fi
ti
ti
ti
fi
fl


ti
fi
ti
ti

ti
fi
 posi ve correla on between career decision making abili es and
economic values as well as democra c values of the adolescents.

Chacko, N. et. Al. (2016) conducted a study focused on the preference of

values of adolescents. A total of 300 samples comprising of 150 boys and
girls each in the age group of 12-18 years were selected using random
sampling technique. Personal Value Ques onnaire developed by Sherry
and Verma (1998) was used to ascertain the personal values of the
selected sample. The ndings indicated a that there is a highly signi cant
gender di erence in the religious values, aesthe c values and family
pres ge values wherein the girls were found to possess higher values as
compared to their male counterparts. A highly signi cant gender varia on
in power values was observed wherein boys showed higher level of power
values as compared to girls.

Hussain, S. (2014) conducted a study designed to inves gate the Impact of

Personal Values, Socio - Psychological Problems, Family Rela onships on
School Achievement of Emo onally Mature and Immature Students.
Personal Value Ques onnaire (PVQ) by Dr. G.P. Sherry and Prof. R. P.
Verma, Emo onal Maturity scale by Dr. Yasvir Singh and Dr. Mahesh
Bhargava were administered on a sample of 250 boys and 250 girls. The
results indicated that in case of Socio-psychological Problems of
emo onally immature students, there was no uniformity between the
results related with e ect on academic achievement. In the case of
emo onally mature students, Socio-Psychological Problems a ects the
academic achievement of emo onally mature students. Higher the Socio-
Psychological Problems lower the academic achievement.

Kumari, M. (2014) conducted a study tled “Psycho Socio Correlates of

the Voca onal Choices of Adolescents” to study ve categories of mo ves
viz. intelligence, self-concept, socioeconomic status, voca onal interest
and values as factors in voca onal choice. Self- constructed Voca onal
Interest Schedule, Socio-economic Status Scale by R. L.
ti
ti
ti
ti
ti
ff
ti
ti
ti
ff
fi
ti

ti
ti
ti
ti
ti
ti
fi
fi
ti
ti
ti

ti
ff
ti

fi
ti
ti
 Bharadwaj,Personal Value Ques onnaire by Dr. (Mrs.) G.P. Sherry and Late
Prof. R. P. Verma. Intelligence test by Dr. R. K. Tandon, and Self-concept
ques onnaire by R.K Saraswat were administered. The ndings showed
that there is signi cant rela onship between Self-Concept and Voca onal
Choices of the adolescents, and signi cant rela onship between Socio-
Economic Status and Voca onal Choices of the adolescents.

Descrip on of the Test

• Theore cal Background

In order to assess human values of students, student-teachers and
teachers, the Personal Value Ques onnaire was constructed by Dr. G.P
Sherry and Prof. R.P Verma and comprises of 40 ques ons and intends to
measure the ten human values in an individual. The values are de ned
below:
• Religious Value: This value is de ned in terms of faith in God,
a empt to understand him, fear of divine wrath and ac ng
according to the ethical codes prescribed in the religious books.

• Social Value: This value is de ned in terms of charity, kindness, love

and sympathy for the people.

• Democra c Value: This value is characterized by respect for

individuality, absence of discrimina on among persons on the bases
of sex, language, religion, caste, colour etc.

• Aesthe c Value: Aesthe c value is characterized by apprecia on of

beauty, form propor on and harmony.

• Economic Value: This value stands for desire for money and material
gains.
tt
ti


ti

ti
ti
ti
fi
ti

ti
ti
ti
fi


ti
fi
ti
ti
fi




ti
ti
fi
ti

ti


fi
ti
 • Knowledge Value: This value stands for love of knowledge of
theore cal principles of any ac vity, and love of discovery of truth.

• Hedonis c Value: Hedonis c value is the concep on of the

desirability of loving pleasure and avoiding pain.

• Power Value: Power value is de ned as the concep on of

desirability of ruling over others and also leading others.

• Family Pres ge Value: The family pres ge value is the concep on of

the desirability of such items of behaviour, roles, func ons and
rela onships as would become one’s family status

• Health Value: Health value is the considera on for keeping the body
in a t state for carrying out one’s normal du es and func ons.

The format of PVQ is that of a forced choice type with mul ple-choice
items. Each ques on consists of two parts: one stem and three items.
Each stem depicts a criterion situa on for which a value preference is
sought. Every stem contains three equally a rac ve items represen ng
three di erent values indicated by their respec ve symbol. The PVQ
contains 40 items. Each value has equal number items. There are 12 items
for each value giving rise to 120 in total under 40 di erent ques ons.

• Reliability
It may be observed that the reliability coe cient is obtained a er a me
gap, of three months are fairly high. The well conceptualized religious and
family pres ge values have reliability coe cient of .82 and .85
respec vely. The lowest reliability is for the power value which is .58. The
reliability coe cient for other scales are the neighbourhood of .60. Now
higher reliability coe cient increases the precision of measurement by
reducing its standard error. But the measurement in the eld of non-
intellect personality variables cannot be precise as that in the eld of
ti
fi
ti
ti
ff
ti

ti
ti
ffi
ti
ffi
ti
ti
fi
ti
ti
ffi
ffi
ti
tt
ti
ti
ti
ti




ti
ff
ti
fi


ti
ti
ti
fi
ft
ti




ti
ti

intelligence or achievement. Guilford (1954) says that the tools should be

chosen even though their reliability maybe of order of only .50. Just from
this considera on the reliability of PVQ seems to be good.
Table-1 Indices of reliability of PVQ
S.no Values
Test- Retest Analysis
Variance
Standard error
of
Reliabi - lities reliabilities measurements
( N= 25)

Time gap 11 Time gap 3

months (N=48) months (N=50)
1 Religious Value .52 .82 .64 1.6

2 Social Value .45 .66 1.9

.47

3 Democratic .62 .57 .48 2.4

Value

4 Aesthetic Value .47 .65 1.8

.56

5 Economic Value .67 .70 2.0

.70

6 Knowledge .59 .63 .50 2.2

Value

7 Hedonistic Value .61 .63 2.0

.54

8 Power Value .55 .60 2.1

.53

9 Family Prestige .57 .67 1.6

.85
Value

10 Health Value .53 .52 2.2

. 64
ti

 • Validity
The validity of a tool is generally de ned as its capacity to measure what it
purports to measure. The PVQ is designed to measure the personal value.
Hence the evidence of validity of PVQ lies in the fact that individual score
on the valley, example, religious values, age of it, is truly the index of its
concep on of desirability of religious mo va on in making choices from
among the available alterna ves in relevant situa ons.

• Method
Subject Preliminary -
• Name- Miss R
• Age- 22 years
• Gender- Female
• Educa onal Quali ca on- BA. Sociology (H)
• Occupa onal Background- Student

Material Required -
• Personal Value Ques onnaire (test)
• Personal Value Ques onnaire Manual
• Pencil
• Pen

Administra on Of the Test -

• Precau on-The instruc ons were were explained to the par cipant
before conduc ng the test . There were no disturbances in the room
and the room had proper ligh ng and ven la on. The par cipant was
made comfortable and an a empt to minimise all kinds of distrac ons

ti
ti
ti
ti

ti

ti

fi

ti
ti

ti
ti
tt
ti

ti
fi

ti
ti
ti

ti
ti

ti
ti
ti
 were made.

• Rapport Forma on- The par cipant was called into an empty room,
she was made to sit down. A few general conversa ons were held with
the par cipant to make her feel comfortable with the process. Once
she was comfortable and ready with the environment and situa on the
experiment began.

• Instruc ons-
• If you like any response to most, please mark a ck in the cell against
that response.

• If you like any response the least please mark across in the cell against
that response.

• No mark is to be put against the third response.

• You are to mark only one take against anyone response, and one
cross against anyone (other) response.

• Under every circumstance, there may be many answers other than

those given, which may be liked by you the most or the least, but
you are to opine only on the given answers.

• It is not a test of your knowledge so all answers will be treated as

correct.

• Your responses will be kept strictly con den al, therefore respond
to all ques ons.

• Ques ons are based on social circumstances. Therefore, you may

think that the response, which the society thinks good, is to be liked
ti
ti
ti


ti







ti



ti


fi


ti
ti


ti
ti
 most. That will not be good because, under such circumstances you
will not be able to express your views correctly. Therefore, express
your opinions fearlessly irrespec ve of the fact whether the society
likes it or not.

• All ques ons are to be answered. No ques on is to be le .

• There is no me limit, but the response which you may deem t in

the rst instance, the same is to be marked.

• Introspec ve Report- “The test had some really interes ng ques ons
and later I could also re ect on so many things . The ques ons were
pre y simple and understandable . I look forward for my results.”

• Observa onal Report- The par cipant seemed to be

comfortable ,occupied with the test and looked interested throughout
the test . She was relaxed and calm, and completed a emp ng all the
items in 15 minutes. The par cipant checked the ques onnaire to
make sure she answered all ques ons and handed over the paper.

• Scoring of the test-

The responses are scored as follows:
• A weightage of 2 for a ck mark showing the most preferred value
under the stem.

• A weightage of 0 for a cross on the least preferred value understand.

• A weightage of 1 for the blank or unmarked items showing the

intermediate preference for the value.
tt
fi
ti
ti
ti
ti





ti
fl
ti
ti
ti
ti



ti


tt
ti
ti
ft
ti


ti
fi
ti






 • In all the cases the scores are recorded beside the corresponding
bracket and the total for each value are wri en in the table given at
the foot of the page.

• The correctness of scoring a recording of the totals for all the

values is checked by summing the total for them all on each page
separately.

• Finally, the entries in the table at the foot of each page are brought
to the bigger table on the front page of the PVQ. The total of each
column is noted down in the bo om group. These totals denote the
scores of the respondent on the corresponding value given at the
top of the column.

• The corresponding t-scores, sten scores. Percen le ranks, and

interpreta ons are then found out using the table appropriate for
the par cipant. (Here, Table -14 is used)

• Each value is denoted as:

Table-2 Indica ng The symbol/ alphabet associated to each value

Alphabet/Symbol Name of the Value

A (Ka) Religious Value

B(Kha) Social Value

C(Ga) Democratic Value

D(Gha) Aesthetic Value

E(Cha) Economic Value

F(Chha) Knowledge Value

G(Ja) Hedonistic Value

H(Jha) Power Value



ti
ti


ti





tt


tt
ti

 I(Ta) Family Prestige Value

J(Tha) Health Value

• Procedure - The par cipant was made to sit in an empty room , she
was made comfortable a er which the administra on of the test took
place . A er comple on of the test the par cipant was asked to leave
the room . Later the results were brought for scoring and further
interpreta on.

• Results
Table-3 Indica ng the par cipant’s score under Each Value -
Page A (Ka) B(Kha) C(Ga) D(Gha) E(Cha) F(Chha G(Ja) H(Jha) I(Ta) J(Tha)
)

4 2 3 5 2 2 2 2 1 3 2

5 0 3 6 3 1 3 3 3 1 0

6 1 2 5 6 3 4 2 2 0 2

7 0 5 3 0 3 4 2 1 0 4

8 0 2 4 4 1 1 4 2 0 3

Total 3 15 23 15 10 14 13 9 4 11

Table-4 Indica ng the par cipants raw score , t- score ,sten score,
percen le rank, and interpreta on under each value.
Value Raw Score T-score Sten Score Percentile Interpretition
rank

A (Ka) 3 26 1 7 and below Very High

B (Kha) 15 46 5 30-70 Average

C (Ga) 23 74 10 93 and above Very High

D (Gha) 15 64 8 71-92 High

E (Cha) 10 55 7 71-92 High

F (Chha) 14 47 5 30-70 Average

G ( Ja) 13 62 8 71-92 High

H (Jha) 9 52 6 30-70 Average

ti

ft
ti
ti
ti

ti
ti
ft
ti
ti
ti
ti
ti

 Value Raw Score T-score Sten Score Percentile Interpretition

rank

I (Ta) 4 32 2 7 and below Very Low

J ( Tha) 11 45 5 30-70 Average

• Discussion
To assess personal value using the personal value ques onnaire by Dr. G.P
Sherry and Dr. R.P Verma.
Value is a concept of the desirable ends, goals, ideals, or modes of ac on
which make human behaviour selec ve. The Personal Value
Ques onnaire was developed by Dr. G.P. Sherry and Dr. R.P. Verma to
measure the ten human values in an individual as men oned above.
The ques onnaire was administered on a female par cipant, aged 22, and
the results were as follows:
The par cipant scored a raw score of 3, a t-score of 26, a sten score of 1,
and a percen le rank of 7 and below under the Religious value domain.
This can be interpreted as Very High. This value is de ned in terms of faith
in God, a empt to understand him, fear of divine wrath and ac ng
according to the ethical codes prescribed in the religious books. The
outward acts of behaviour expressive of this value are going on
pilgrimage, living a simple life, having faith in the religious leaders,
worshipping God and speaking the truth. The par cipant’s scores under
this value indicates that she has very high and strong beliefs in God and
religious codes, books, and rites. She follows rituals and religious customs
willingly and believes they will be frui ul. she is devo onal and holds a
sort of blind faith in all religious ac vi es.

The par cipant scored a raw score of 15, a t-score of 46, a sten score of 5,
and a percen le rank of 30-70 under the Social value domain. This can be
interpreted as Average. This value is de ned in terms of charity, kindness,
love and sympathy for the people, e orts to serve God through the
service of mankind, sacri cing personal comforts and gains to relieve the
ti
ti
ti
tt
ti

ti
ti
fi

ti
ti
ff
tf
ti
fi

ti
fi
ti
ti
ti
ti
ti

ti
 needy and the a icted of their misery. The par cipant’s score under this
value indicates that she is moderately sel ess and giving. she has love,
kindness, and is understanding towards other people. While she is
interested in giving back to society and helping the needy, she is not
extremely involved in the same. She may not wish to sacri ce a lot of her
personal luxuries and comforts for the cause.

The par cipant scored a raw score of 23, a t-score of 74, a sten score of
10, and a percen le rank of 93 and above under the Democra c value
domain. This can be interpreted as Very High. This value is characterized
by respect for individuality, absence of discrimina on among persons on
the bases of sex, language, religion, caste, colour, race and family status,
ensuring equal social, poli cal and religious rights to all, impar ality and
social jus ce and respect for democra c ins tu ons. The par cipant’s
score under this value indicates that she does not discriminate among
people based on their sex, gender, sexuality, race, caste, etc. She does not
believe in the kind of discrimina on and is strictly against it. She strives to
provide equality to all form his end and also ghts for causes of jus ce
based on quality. She believes that ability, competence, and hard work are
the only areas under which any kind of judgement should be passed.

The par cipant scored a raw score of 15, a t-score of 64, a sten score of 8,
and a percen le rank of 71-92 under the Aesthe c value domain. This can
be interpreted as High. Aesthe c value is characterized by apprecia on of
beauty, form propor on and harmony, love for ne arts, drawing-pain ng,
music, dance, sculpture, poetry and architecture, love for literature, love
for decora on of the home and the surroundings, neatness and system in
the arrangement of things. The par cipant’s score under this value
indicates that she has great love and apprecia on for beauty, arts of any
form like dance, music, ne arts, pain ngs, drawings, poetry, literature,
drama, theatrics, and architecture. She spends a lot of his me on art,
speci cally music. However, She enjoys all forms of art. She also enjoys
and is highly interested in architecture and interior design.
fi
ti
ti
ti
ti
ti
ffl
ti
ti
fi
ti
ti
ti
ti
ti
ti
fl
ti
fi
ti

ti
ti
fi
ti
ti
fi
ti

ti
ti
ti
ti
ti

ti
 The par cipant scored a raw score of 10, a t-score of 55, a sten score of 7,
and a percen le rank of 71-92 under the Economic value domain. This can
be interpreted as High. This value stands for desire for money and
material gains. A person with high economic value is guided by
considera ons of money and material gain in the choice of their job. Her
a tude towards rich persons and the industrialists is favourable and she
considers them helpful for the progress of the country. The par cipant’s
score under this value indicates that she has a high regard and a high
desire for material and monetary gains. She values money and monetary
gains and growth. She considers economic growth as crucial. Monetary
growth and high economic rewards are a major driving force in her life,
professionally.

The par cipant scored a raw score of 14, a t-score of 47, a sten score of 5,
and a percen le rank of 30-70 under the Knowledge value domain. This
can be interpreted as Average. This value stands for love of knowledge of
theore cal principles of any ac vity, and love of discovery of truth. A
person with knowledge value considers a knowledge of theore cal
principles underlying a work essen al for success in it. He/she values hard
work in studies, only if it helps develop ability to nd out new facts and
rela onships, and aspires to be known as the seeker of knowledge. For
him/her knowledge is virtue. The par cipant’s score under this value
indicates that she has an interest in gaining knowledge. She values
knowledge moderately; while she is interested in gaining and discovering
facts and theore cal ideas and expanding her knowledge, the thirst is not
insa able and she does not put this desire for knowledge above
everything else. In other words, while she desires to gain knowledge, she
does not priori se it above all else.

The par cipant scored a raw score of 13, a t-score of 62, a sten score of 8,
and a percen le rank of 71-92 under the Hedonis c value domain. This
can be interpreted as High. Hedonis c value is the concep on of the
desirability of loving pleasure and avoiding pain. For a hedonist the
present is more important than the future. A man with hedonist value
tti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti

ti
ti
ti

ti
ti
fi
ti
ti
ti
ti
 indulges in pleasures of senses and avoids pain. The par cipant’s score
under this value indicates a high tendency to seek pleasure and avoid
pain. She does everything in her power to not have to endure pain and at
the same me tries her best to indulge in pleasurable ac vi es. She is
present in the moment and does not think too further ahead into the
future. If the future is uncertain or seems to bring bad mes, she will
avoid thinking about it completely in order to not feel that pain.

The par cipant scored a raw score of 9, a t-score of 52, a sten score of 6,
and a percen le rank of 30-70 under the Power value domain. This can be
interpreted as Average. Power value is de ned as the concep on of
desirability of ruling over others and also leading others. The
characteris cs of a person of high power value are that he/she prefers a
job where he/she gets an opportunity to exercise authority over others,
that he/she prefers to rule in a small place rather than serve in a big place,
that the fear of the country rather than the fear of God deters him/her
from having recourse to unapproved means for making money, and that
he/she is deeply status-conscious and can even tell a lie for maintaining
the pres ge of his/her posi on. The par cipant’s score under this value
indicates a moderate desire for power. While she will work well in a
posi on of power and also craves for some kind of power she can exert,
she is not severely power-hungry. She does not always go looking for jobs
or posi ons with high status and power, but she does not mind a posi on
with some amount of power.

The par cipant scored a raw score of 4, a t-score of 32, a sten score of 2,
and a percen le rank of 7 and below under the Family Pres ge value
domain. This can be interpreted as Very Low. The family pres ge value is
the concep on of the desirability of such items of behaviour, roles,
func ons and rela onships as would become one’s family status. It
implies respect for roles which are tradi onally characteris c of di erent
castes of the Indian society. It also implies the maintenance of the purity
of family blood by avoiding inter-caste marriages. It is respect for the
conserva ve outlook as enshrined in the tradi onal ins tu on of family.
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti

ti
ti
fi
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti
ti

ff
ti
 The Par cipant’s score under this value indicates extremely low concern
for family pres ge or status. He does not give into tradi onal ways of
“protec ng” or “honouring” one’s family name or status. She does not
follow nor does she believe in the stereotypical roles and rules. She does
not believe in maintaining the purity of family blood, nor does she care
about super cial de ni ons of pres ge, honour, status, and image of the
family.

The par cipant scored a raw score of 11, a t-score of 45, a sten score of 5,
and a percen le rank of 30-70 under the Health value domain. This can be
interpreted as Average. Health value is the considera on for keeping the
body in a t state for carrying out one’s normal du es and func ons. It
also implies the considera on of self-preserva on. A person with high
health value considers good physical health essen al for the development
and use of their abili es. The par cipant’s score under this value indicates
and average regard for her health and keeping her body healthy and t.
She does not care to be extremely t and eat only healthy, nutri ve food.
While she does not indulge in extremely harmful ac vi es that may
severely a ect and damage her tness and ruin her health, she does not
care about her health too much in the face of something more
interes ng, intriguing, and desirable like junk food, or less physical ac vity
to get some extra sleep, or lose sleep a er working all night, etc.

• Conclusion
The Personal Value Ques onnaire developed by Dr. G.P Sherry and Dr. R.P
Verma was administered on the par cipant to assess personal value.
According to the results gathered, the par cipant scored Very High under
Democra c Value, High under Aesthe c, Economic, and Hedonis c
Values. She scored Average under Social, Knowledge, Power, and Health
Values, and Very Low under the Family Pres ge Value.
ti

ti
ti
ti
ti
fi
ff
fi

ti
ti
fi
ti
ti
ti
ti
fi
ti
fi
ti
ti
ti
ft
ti
ti
ti
ti
ti
ti
ti

ti
ti
ti
ti
ti

fi
ti
 References

Chacko, N., Mathur, A., Sheikh, S. (2016). Value preferences of adolescents

across gender. Interna onal Journal of Humani es and Social Science Research.
Volume 2, Issue 10, 15-17.
Chacko, N., Mathur, A., Sheikh, S. (2016). A Study on the Impact of Values on
Career Decision Making of Adolescents. Interna onal Journal for Research in
Applied Science and Engineering Technology (IJRASET). Volume 4, Issue X.
GKToday. (2015). Factors a ec ng Values and Traits. GKToday. Retrieved from:
h ps://www.gktoday.in/gk/factors-a ec ng-values-and-traits/

Hussain, S. (2014). A study of Personal Values and Socio Psychological Problems

in terms of School Achievement and Emo onal Maturity of Students at
Secondary Stage. Retrieved from: h p://shodhganga.in ibnet.ac.in:8080/jspui/
handle/10603/46982

iEduNote.com. (2019). Values: De ni on, Characteris cs, Importance, Types of

Values. Retrieved from: h ps://www.iedunote.com/values

Kumari, M. (2014). Psycho Socio Correlates of The Voca onal Choices of

Adolescents. Retrieved from: h ps://shodhganga.in ibnet.ac.in/handle/
10603/229233

Rohan, M. (2017). The 12 Types of Major Values and Their Meaning. Life
Persona. Retrieved from: h ps://www.lifepersona.com/the-12-types-of-major-
values-and-their-meaning

Seth, A. (2018). A Study of Parental Acceptance-Rejec on as Related to the

Problems and Values of Adolescents. Retrieved from: h ps://
shodhganga.in ibnet.ac.in/handle/10603/204597

Sinha, K. (2015). Essay on Values: Meaning, Characteris cs and Importance.

Your Ar cle Library. Retrieved from: h ps://www.yourar clelibrary.com/essay/
values/essay-on-values- meaning-characteris cs-and-importance/63830#:
%7E:text=The%20most%20important
%20factor%20which%20in uences%20the%20value,and%20remain%20in%20
his%20mind %20throughout%20his%20life.
tt
ti

fl

ti
tt
ff

fl
tt

ti
tt
fi
tt
ff
ti
tt
ti
ti

ti
ti
ti

fl
ti
ti
tt
ti
fl
ti
ti

 Appendix (Test)