Performance in University Students rated profiles rated profiles Transformations student's career Midwifery at the Faculty of Medicine of the Universidad de La Frontera during his academic career *.
Eliana Delgado Carrasco Universidad de La Frontera, Faculty of Medicine, Department of Basic Sciences, Unit of Biochemistry. Casilla 54-D, Temuco, Chile. Lcarras@ufro.cl
Summary.
Since 2002 there have been investigation the evaluated profile of university students, through longitudinal designs and overall methodological paradigms, quantitative / qualitative, can provide information to compare the evaluated profile time and discern their behavior.
This paper presents the results of comparative analysis of data obtained in the implementation of an adaptation of the instrument to Chile "Value Survey" - conducted by Brinkmann et al. (1999) - a group of twenty students in the career of Midwifery at admission and at the end of their vocational training year for which we used the Student t test for related groups.
's Observing the values \u200b\u200bof students during the university experience - from admission during the race until their release - indicate that a significant proportion of its components or aspects reduce their importance as elements of influence on the behavior and decisions that organize the daily routine of students, emphasizing especially the decline in values \u200b\u200bfor "A World in Peace", "Union with Nature", "Social Recognition" " Creativity "," Self Discipline "," Spiritual Life "," Loyal. "
theoretical aspects.
theory of Schwartz and Bilsky values.
From educational point of view, is a problem how values \u200b\u200barise humans, how it operates, what their psychological makeup and what internal or external factors influencing its acquisition and / or modification. Looking for an answer to such questions professors from the Hebrew University of Jerusalem, Israel and the University of Freiburg in Breisgau, Federal Republic of Germany, proposed in 1987 to investigate the existence of a universal structure of human values, making the theory " Psychological Structure of Values. "
Schwartz and Bilsky (1987) defines value as: the concept that an individual has a goal (terminal - instrumental) transituational, expressing interest (Individual - collective or both) concerted ¬ niente a motivational domain (pleasure, power ...) and is evaluated over a range of importance (very important - unimportant) as a guiding principle of his life (and Bizama Binkman, 2002). From this definition recognizes five facets:
a) a concept or belief.
b) with respect to situations or behaviors desired end.
c) transcend specific situations.
d) guide, select and evaluate behaviors and events.
e) are ordered by relative importance to each other.
Bizama Brinkman (2002), in view of the above postulate that the essence of a value lies in the type of motivational concern, purpose or objective that gives rise, and is expressed in the performance of the subject. In view of this, proposed a typology of the different content of values, to infer from some previous studies (cf. Kluckhohn, 1951, Parsons, 1957, Rokeach, 1973), they represent, in the form of conscious goals, three universal requirements of human existence that are present in all individuals in all societies:
a) needs of individuals as biological organisms.
b) requirements of coordinated social interaction.
c) survival and welfare needs of groups.
Of these three requirements or universal human needs described above, Schwartz and Bilsky, eleven types of motivation derived from values.
1. Self-Direction . Guidance to be independent in action, reasoning and emotions, to be self-affirmed as a person with self confidence. It feeds from a constant search for feedback that confirms the perception of self-efficacy, which produces levels of compensation that confirm their own decision and action capabilities.
2. Stimulus . Requirements related to self-direction values \u200b\u200b(Schwartz and Bilsky, 1990), its axis is the "appetite" emotional, novelty and challenge in life (a varied life, excited, daring, curious)
3. Hedonism. Determined by the organic needs of the subject and the pleasure associated with satisfying them. Is established simply by obtaining pleasure or sensual gratification for the subject itself (pleasure, enjoying life) (healthy).
4. Achievement (Implementation). Is defined by the pursuit of personal success, demonstrated competence to meet social standards. According to Schwartz and Bilsky (in Bizama Brinkman, 2002) that individuals come to obtain resources for survival must be achieved as a prerequisite for responsible conduct, in order that the interaction social and institutional functioning are successful.
5. Power . Guidance to reach attainment status and social prestige, control or domination of people and resources (authority, wealth, social power, conservation of public image, social recognition, to be influential)
6. Security . Finding fulfillment in harmony and stability of society, their relationships and of itself, as a projection of the needs of the organisms to survive and avoid threats to its integrity.
7. Compliance . Guidance to restrict actions, inclinations and impulses likely to be altered or harm others and violate expectations de normas sociales.
8. Tradición . Grado de respeto, dedicación y aceptación de las costumbres e ideas que la propia cultura o religión imponen sobre uno mismo (respeto por la tradición, humilde, devoto, aceptar mi parte en la vida, moderado, respeto a los padres y mayores)
9. Espiritualidad . Búsqueda de una armonía interior a través de la trascendencia de la realidad diaria.
10. Benevolencia . Preocupación por el bienestar del prójimo a través de la interacción diaria de los individuos, necesidad de una interacción positiva entre los sujetos para promover el florecimiento de grupos y la necesidad orgánica de afiliación. Orientación to preserve and improve the welfare of the people which is the subject in frequent personal contact (helpful, loyal, forgiving, honest, responsible, true friendship, mature love).
11. Universalism . I appreciate the understanding, tolerance and protection. Its purpose is to ensure the welfare of all people and nature in general.
assumptions.
The student ratings profile of the career of Midwifery is transformed during the academic career in the direction of settling a high sense of duty, altruism, professionalism, ability to recognize its limitations, integrity, honesty, respect for others and rejection of discrimination.
Methodological aspects.
Instrument.
To verify the universality of the structure and dynamic relationship between values, Schwartz and Bilsky changed the "Value Survey" originally used by Rokeach (1973), so that subjects assigned to each of the securities included - 30 terminals (see table No. 1) and 26 instrumental (see Table No. 2) - the degree of importance to them was considered as a guiding principle of his life "on a scale from -1, indicating opposition to the principles personal, through 0, indicating indifference to certain value, up to 7, indicating a maximum value importance attached to certain value.
In Chile, Brinkmann (1991) adapted the "Values \u200b\u200bSurvey" and uses it to study in the city of Concepción on the influence of college on profile values \u200b\u200bof youth. Later, in 2002, Carrasco and investigated Osess rated profiles of students who entered the race of Midwifery in an effort to consolidate information for innovation in the educational project of the Race to the level of cross-curricular objectives relating to value-based training.
Table No 1
List of Values \u200b\u200b1: Terminal Value
1 EQUAL (Equal Opportunities for All)
2 internal harmony (at peace with itself)
3 social power (control over others)
4 PLEASURE (gratification of desires)
5 FREEDOM (freedom of thought and action)
6 A SPIRITUAL LIFE (emphasis on spiritual, not material)
7 SENSE OF BELONGING (feeling of being part of something or belong to someone)
8 SOCIAL ORDER (stability in society)
9 AN EXCITING LIFE (stimulating Familiar)
10 GIVE MEANING TO LIFE (a goal in life)
11 MANNERS (courtesy, good manners)
12 WEALTH (material possessions, money)
13 SOCIAL SECURITY (protection of my nation from enemies)
14 AUTORRESPE TO (Believe in your own personal value)
15 RECIPROCITY AD FOR FAVORS (avoid duty favors to others)
16 CREATIVITY (originality, imagination)
17 A WORLD OF PEACE (free of wars and conflicts)
18 RESPECT FOR TRADITION (keep in lifestyles over time)
19 Mature Love (Deep intimate relationship , emotional and spiritual)
20 AUTODISCIP LINA (Self, resistance to temptation)
unconcerned ATION 21 (from worldly concerns
22 Family Security (Security for loved ones)
23 TRIBUTE SOCIAL (respect, approval of others)
24 UNION WITH NATURE (Integrate with nature)
25 LIFE WIDE (full of challenges, developments and changes)
26 WISDOM (a mature understanding of life)
27 AUTHORITY (the right to lead or command)
28 TRUE FRIENDSHIP (close friends to support me)
29 A WORLD OF BEAUTY (Beauty in nature and the arts)
30 SOCIAL JUSTICE (correcting injustice, care for the weak)
Table No 2
Stock List # 2: VALUES Instrumetal
REGARDLESS NTE 31 (No depend on others, self)
32 MODERATE (avoiding extremes of feeling and action)
33 LEAL (True, friend to the group)
34 AMBITIOUS (A tireless worker with aspirations)
OPEN MIND 35 (tolerant to different ideas and beliefs
36 HUMBLE (Modesto, unnoticed)
37 DARING (seeking adventure and risks)
ENVIRONMENTAL PROTECTION 38 (Defender of nature)
39 INFLUENTIAL (having an influence on people, events)
40 HONORING PARENTS AND MAJOR (showing respect)
41 CHOOSING MY OWN GOALS (Select my own goals)
42 SANO (We do not being sick physically or mentally)
43 CAPABLE (competent, effective, efficient)
44 ACCEPTING MY PART OF LIFE (Submit to the circumstances of life)
45 HONEST (genuine, sincere)
46 CONSERVAND O my public image (protecting my image)
47 IN CHARGE E (Achiever of my duties, obligations)
48 INTELLIGENT E (Logical thinker)
49 TO HELP (working for the welfare of others)
50 Enjoy life (Enjoy the food, sex, leisure, etc)
51 DEVOTO (Keeping beliefs and religious faith)
52 RELIABLE (who can be trusted, reliable)
53 CURIOUS (interested in everything)
54 NO GRUDGE (Willing to pardon others)
55 SUCCESSFUL (Get targets) 56
CLEAN (Neat, neat)
Objectives
1. Describe the students rated profiles in the Career of Midwifery at the beginning and end of the academic career.
2. Compare Student ratings profile of the career of Midwifery at the beginning and end of the training process.
Design
In the context of a descriptive study, experimental design was provided a pre-type experiment with pretest and posttest in one group, since there was no possibility of control of important determinants of the academic or had access to and control groups for the use of proper experimental designs. Despite these restrictions effective from the perspective of a pure experimental design, it should be noted the maintenance of the same sample in terms of subjects in both measurements and composition at random within the same universe. This quality must validate the design indicated by pre experiemental on Quasi Experiemental type even though no control group and samples from natural groups.
Subjects
The universe of reference are students first level of the career of Midwifery, 2002 income, with a number of 30 students of both sexes, with an average age of 18. In this universe, a sample of 20 subjects, the same reference for the measurements of 2002 and 2006
Results.
's Observing the values \u200b\u200bof students during the university experience - from admission during the race until their release - indicate that a significant proportion of its components or aspects close to 75%, reduce their importance as to influence the behavior and decisions that organize the daily routine of students (see diagram 1). However, only some of these changes are statistically significant, specifically those relating to "A World in Peace", "Union with Nature", "Social Recognition", "Creativity", "Self Discipline", "Spiritual Life", "Loyal."
Graph 1
Graph 2
talk
The reduction in these areas during the university experience shows in the students a process of disinterest - devaluation of - forms of relationship "solidarity" collective / community, becoming independent of social requirements. It also dilutes the orientation of the flexibility and innovation, and self-demanding postponement of drives and needs, as well as the development of transcendental precepts of moral and / or spiritual. These observations are consistent with the fact that the only items rated profiles of students who increase their importance in the context of personal reference, although the magnitude was not statistically significant, is "Wealth", "Authority", "Public Image Store "" Freedom "," Independent. "
These changes show a tendency toward the manipulation of life and social relationships, the pursuit and maintenance of increasing degrees of influence and control of persons in pursuit of individual achievement and personal grounds, which enable to work without restrictions gives the weight of material nature, social , emotional, moral or ethical. Inquire
in this area is critical when there is a need to improve the quality of university education, either from an ethical perspective, as the obvious value profile personal guidance on regulatory requirements, either from a technical perspective, curricular, and that the only influence on the profile symbolic nature background sociocultural needs to be recognized for providing context and significance of content and activities built into a curriculum, or from an educational management perspective, the profile values \u200b\u200bof students - more than influenced by the objective components of the curriculum - is influenced by organizational culture that supports socially explicit curriculum and institutional structure.
In view of the considerations in terms of different types and levels of relationships between values \u200b\u200b('s value) and Education, it should be noted that - in terms of the hypothesis or course of investigation - the results show a dynamic indicate its refusal: Changing the Values \u200b\u200bin the Career Profile Academic Career students of Midwifery valoric shows the progression in the opposite direction, if not inconsistent, to establish a high sense of duty, altruism, professionalism, ability to recognize its limitations, integrity, honesty, respect for others and rejection of discrimination.
References.
1. Brinkmann, H. et al. (1993). Study of the Psychological Structure of Human Values. FONDECYT 90-0159 Final Report, Research, University of Concepción, Chile.
2. Brinkmann, H. et al. (1999). Influence of College on profile values \u200b\u200bof youth. Comparison of two universities. Proceedings of the Fifth International Conference on Science Education. Camagüey, Cuba.
3. Brinkmann, H. et al. (2000). Psychological Structure of the Securities. Presentation of a Theory (1). Today Society, No. 4.
4. Buendia, L. et al. (1998). Research Methods in Psychology. Madrid: Editorial Mc Graw-Hill.
5. Carrasco, L. et. al (2005). Study rated profiles: the case of first class students of the School of Midwifery at the Faculty of Medicine, University de la Frontera, Temuco, Chile. Educational Studies, V XXXI, No. 1: 7-32.
6. Hernández, R. et al. (1998) Research Methodology. Mexico: Editorial Mc Graw-Hill.
7. Latorre, A. et al. (1996). Methodological bases of educational research. Barcelona: Jordi Hurtado editor.
* Paper presented at the VII International Congress of Psychology. Department of Psychology, Universidad de la Frontera. Pucon, Chile. October 2007.
