@misc{10481/60612,
year = {2020},
month = {2},
url = {http://hdl.handle.net/10481/60612},
abstract = {The main purposes of this study were to describe teacher education students’ values and degree of satisfaction with life, to analyze whether any differences by educational program, gender or living standard and to analyze the association between values and satisfaction with life. A total of 565 students of teacher degree programs (girls 415 (73.5%)) answered a self-administered questionnaire composed by two validates scales about their values (Portrait Values Questionnaire (PVQ) and satisfaction with life (Satisfaction with Life Scale)). The results showed that the most important values were self-direction, benevolence and hedonism, while the least important values were power, tradition and achievements. Females reported higher importance for benevolence, universalism, self-direction, stimulation, hedonism and security. Males reported higher importance for power. Students who live with family reported also more high values for power. Concerning satisfaction with life, it was associated to higher values of power. Current intervention programs have focused different approaches by gender and living standard. Programs focus on increasing satisfaction with life should consider the values structure of students.},
abstract = {Los objetivos principales de este estudio fueron describir los valores y grado de satisfacción con la vida de los estudiantes del Grado de Maestro para analizar posibles diferencias entre programas, género o configuración familiar; y la correlación entre valores y satisfacción con la vida. Un total de 565 estudiantes de los Grados de Educación (415 chicas (73.5%)) contestaron un cuestionario auto-administrado compuesto por dos escalas validadas sobre valores (Portrait Values Questionnaire (PVQ) y satisfacción con la vida (Satisfaction With Life Scale)). Los resultados mostraron que los valores más importantes fueron autodirección, benevolencia y hedonismo, mientras que los menos importantes fueron, poder, tradición y logros. Las alumnas destacaron la benevolencia, el universalismo, la autodirección, estimulación, hedonismo y seguridad. Los varones destacaron el poder. Los estudiantes que viven con familiares también concedieron más relevancia al poder. La satisfacción con la vida está asociada al poder. Los programas actuales de intervención se han centrado en aproximaciones diferentes según género y configuración familiar. Los programas centrados en la satisfacción con la vida deberían considerar los valores del estudiantado.},
organization = {This study was supported by a grant from the Spanish Ministry of Education, Culture and Sport [CAST17/00072]},
publisher = {Hipatia Press},
keywords = {Values},
keywords = {Satisfaction with life},
keywords = {Teacher education students},
keywords = {Gender},
keywords = {Valores},
keywords = {Satisfacción con la vida},
keywords = {Estudiantes magisterio},
keywords = {Género},
title = {Spanish Teacher Education Students’ Values and Satisfaction with Life},
doi = {10.17583/ijep.2020.4143},
author = {Huertas-Delgado, Francisco Javier and Gómez-López-Quiñones, Loreto and Caballero Mariscal, David and Tejero Olmedo, Rocio and García Jiménez, Enrique and Reyes Ruiz de Peralta, Natalia},
}