نظام‌هاي ارزشي و هويت ملي(مطالعه موردي: دانش‌آموزان پسر متوسطه شهر مياندوآب در سال تحصيلي91-1390)

The Value System and the National Identity

هدف پژوهش حاضر، بررسي ارتباط نظام‌هاي ارزشي با هويت ملي دانش‌آموزان پسر مقطع متوسطه شهر مياندوآب در سال تحصيلي91-1390 است. روش تحقيق پيمايشي و جامعه آماري كليه دانش‌آموزان مقطع متوسطه (2423 نفر) شهر مياندوآب و حجم نمونه 300 نفر بوده است. روش نمونه‌گيري سهميه‌اي بوده و از پرسشنامه استاندارد و همچنين محقق ساخته براي جمع‌آوري داده‌ها استفاده شد. اعتبار ابزار اندازه گيري از نوع صوري و پايايي آن با استفاده از روش آلفاي كرونباخ به ترتيب 89/0 و80/0 بر آورد شده است. نظام هاي ارزشي براساس تقسيم‌بندي شش‌گانه آلپورت بررسي شده‌اند. نتايج پژوهش نشان مي‌دهد به جز ارزش‌هاي اقتصادي، بين ديگر ابعاد نظام ارزشي (به ترتيب ارزش‌هاي ديني، علمي، هنري، اجتماعي و سياسي) رابطه معنادار، مستقيم و مثبت با هويت ملي دانش‌آموزان وجود دارد. همچنين، نتايج حاصل از رگرسيون چندمتغيره نشان ‌داد كه 20 درصد از تغييرات متغير وابسته هويت ملي توسط متغير ارزش‌هاي ديني تبيين مي‌شود.

Introduction: Nowadays In the changing world values are changing too. Especially value system and its consequences are very interesting for sociologists and other social cultural scholars. Value systems have a main role in the guidance of human life, cultural interactions, selection of technology and attitude to sciences. One of the most important roles of value systems is the formation of social identity (Elmi, 2009). We can understand beliefs, attitudes, judgments and identity by studying of the value system of people group. Social identity has a lot of aspects for example; national identity, ethnic identity, Gender identity and working identity are some important aspects of social identity. Because of the importance of national identity, in this research we focused on national identity as one of the sensitive dimension in social identity. This aspect of social identity in countries with more ethnic and religious minorities is very important. There are extra reasons for necessity and importance of studying the value system and national identity for example, Adolescent age for Identity formation is a very sensitive period, Identity formation is particularly critical during the developmental period of adolescence because this is the time when individuals begin to exhibit increased social and cognitive maturity. Because of increased cognitive capabilitiesʹ, adolescents are able to consider the different sets of values, goals, and ideals that they may adopt (Uma?a-Taylor & Fine, 2004). Also, there are not enough researches about the value system and national identity variables among students in Iran, so we need more experimental data about these issues. Due to the above reasons the main purpose of this research is testing the relationship between value system and national identity of the male students at high school of Miyandoab city in 2011-12. According to the theoretical and empirical framework, we tested this important hypothesis; there is positive relationship between value system and national identity variables in this statistical population. Material & Methods The method of this research was survey. The statistical population was the male high school students of Miyandoab city in the west Azarbajan of Iran. The number of them was 2423 students. For our purpose, about 300 students as statistical sample were chosen from the population under this study by the use of Cochran sampling formula and cluster Sampling. In the current study for gathering the data two questionnaires were used. For assess value system of student we made a questionnaire. The Value system in the current study was based on Allportʹs model. This model has six components: social, economic, art, political, religious and scientific components. For measuring national identity of students, national identity scale (NIS) was used. Of course this scale was used by phinney in the different context. We pretests questionnaires. To assess the validity of the questionnaires we used the face validity. The scales obtained high validity. Also To determine the internal consistency of each scale, coefficient alphas were examined. Coefficient alphas for the scales were high (.80 for the value system scale and .89 for national identity scale).The SPSS software was used for analyzing the data. For examine of our hypothesis Pearson correlation was used. Also multiple regressions were used for more analyzing. Discussion of Results & Conclusions In the current study, we showed the average of variables with a scale in a range from zero to hundred. the average index in economic value system of students was 69.8 %, social value system (88.4%), political value system (77.7%), the value system of art (86%), religious value system (86.8%) and scientific value system is 94.4%. the average of national identity was 74.5%.The other results showed that there are significant, directly and positive relationship between religious values (0.45), scientific value system is(0.205), Art values (0.177), social values (0.120) and political values (0.117) with national identity variable. but there wasn’t significant correlation between national identity variable and economic values. Also the results of the multivariable regression showed that 20 percent of changing of national identity was explained by religious values. These results were seen in the similar studies that has done in Iran. For example; Armaki and Ghiyasvand (2004), Soliman (2011), Taleban, Mobasheri and Mehraeen (2010). These studies have provided empirical support for our findings. According to these results and some of similar studies in Iran, we can say that the value system affects forming of student’s national identity. Also the main and notable dimension of value system to formation student’s national identity in this research is religious values. This result confirms notion of scholars, who say religious values, is the main part of Iranian identity. Based on findings of the current study, for leaders and planners of the educational system in Iran it is necessary to pay more attention to value system generally and religious values especially for increasing and development of studentʹs national identity. Of course for achieving this important goal the educational system in Iran we require appropriate and scientific programs. For a better understanding of the value system of Iranian students and better planning we need more researches in this field.