1 استاد روانشناسی تربیتی دانشگاه شهید بهشتی
2 پژوهشگر و کارشناس ارشد روانشناسی بالینی
عنوان مقاله [English]
The process and plan of "globalization", which appeared after the 2nd Word War in the most industrialized Western countries, have spread into the other industrialized countries and it is rapidly expanding across all over the world. This process and plan has shown itself as one of the most challenging issues of the past and present decade for all human cultures and is deeply influencing the value system and the identity of adolescents and youths in Iran and elsewhere. The value system, or the desired and internal qualities within ones psychological structure, is the main layers of a persons personality and identity which forms the basis of his/her attitude system and behavior. Modern studies on the individuals value systems are mostly conducted by the social and educational psychologists of the west countries and based by and large on the Anglo-American understanding of human life. These studies on value system have considered neither eastern philosophy of life nor the Islamic or Iranian culture into account and, therefore, we may not necessarily recognize them as a legitimate global value system. It is necessary, consequently, to investigate the quality of value system of Iranians (specifically high-school students) and inquire the influence of their attitudes toward "globalization" on their value system. The theoretical basis of studying the value system of our adolescents and youths is to face the main values of Islamic-Iranian culture in opposition to their counter values to discover how much their value systems are in close proximity to their classical culture. On this basis, in the first part of our study entitled "Investigating the status of Iranian high-school & pre-university students attitude toward globalization and its effect on their value system and their religious and national identity", we have applied psycho-educational assessment techniques and created an indigenous scale for assessing value system. The validation of our scale has been conducted by means of two procedures: investigating content validity of the scale by asking professionals to value the relevance of each and all 135 items; and conducting a pilot study on a sample of 568 high-school students of grades 9, 10, 11, and 12 and applying factor analysis to investigate the construct validity of the scale. Our validity justification studies showed that ten categories of individual values, family values, economic values, political values, social values, artistic values, scientific and theoretical values, religious identity values, national identity values, and worldviews (or globalization) values might be distinguished in our value system assessment scale.