Marija Čutura, M. Sc. 1
Mirela Mabić, B. Sc.
Faculty of Economics, University of Mostar
Bosnia and Herzegovina
AN EXAMINATION OF THE RELATIONSHIP AMONG ATTITUDES TOWARDS
EDUCATION AND WORK RELATED VALUES OF THE YOUTH
The objective of this empirical study is to investigate relation among youth’s attitudes towards
education and their work related values. The assumption was that youth’s attitudes towards
education are an important indicator of their work related values as well as their work ethic in
general. For the purpose of the research two hundred and ten students from three biggest faculties
at The University of Mostar were sampled. This paper includes an alternative approach because
the students are not employed yet. For that reason upperclassmen were included in sampling
because they have already started to think actively about their future employment. The main
starting point for the analysis was to establish the future employability characteristics of this
social group based on potential relation between student’s attitudes towards education and their
value orientation towards the work. The main hypothesis was that the students who have higher
appreciation for education will show more favorable attitudes to intensive and more demanding
employment in the future, which indicates an existence of willingness to improve their
employability skills and working habits in general. This hypothesis was confirmed by the results
of the research.
Key words: youth, attitudes towards education, work related values, work ethic
Introduction
Already in the year 2000, the UN’s study Young People in Changing Societies2, which was
performed in 27 countries in transition, pointed out the specific position of young in the transition
societies. The study showed clear discrepancy between the attitudes and the abilities of the young
on one side and their actual achievements on the other side. The young are in much harder
socioeconomic position than in the recent past. Very often they are affected by social deprivation
and unemployment, and it takes a lot longer for them to gain their economic independence,
especially under new conditions of employment and current trends on labor market.
Depending which indicators we consider, B&H may be considered as a country in transition or
developing country , and at the moment in B&H the ratio of young population (15 to 30 years) in
reference to the older population is bigger than in the countries of the EU. But the ratio of
intensively active working population from 30 to 39 years is significantly smaller than in the
countries of the EU. On the other side the unemployment level in B&H is over 40% and the
1
2
Correspondence to be sent to: marija.cutura@sve-mo.ba
www.unicef-icdc.org [Accessed, 20.06. 2008.]
unemployment level of the young is 58,5% and is almost four times bigger than in the countries
of the European Union3. In most cases the young have unattractive employment in tertian sector
and every fifth employed young person does not have a signed contract with the employer and in
average spends one third of its working life unregistered, i.e. with no social or health insurance4.
At the same time, 68% of young between 20 and 24 years have finished at least four years of
high school which puts B&H significantly bellow the average of the EU (78%). Every fourth
person in B&H drops its education to soon which is also above the EU average. As the main
reason for dropping the educational process the young name the lack of financial support. Also,
the young in B&H consider the discrepancy between the needs of labor market and the
educational system to be a great problem. When it comes to out-of-institutional education 2/3 of
young examinees never took a course or a training outside their regular education and they
consider life-long learning to be by the way and unintentional gaining of knowledge and
experience during their lifetime5.
Given data clearly point out the hardship of the situation of the young in B&H. The position of
the young is a very important indicator of the condition, the potential and the perspective of every
society. It is also the motivation for this paper whose main goal is to explore the attitudes, values
and the expectations of the young related to the sphere of work and education on the sample of
student population as a part of generational cohort of the young.
Work related values
According to the anthropologist Kluckhohn (1951) values are implicit or explicit notions
of individuals on what is desirable; they affect their choices of behavior or goal of action.
Rokeach (1973) defines values as permanent believes that certain goal or way of behaving is
personally or socially more desirable than some other goal or way of behaving. The term work
value was first used by Super (1957, 1970) who also developed the first standardized measuring
instrument for work values (Work Values Inventory).
Work values are defined by the importance attached to various rewards of working. Herzog
(1982) and Marini et al. (1996) have distinguished among seven types of work rewards. Extrinsic
rewards include instrumental and status attainment rewards, such as income, advanced
opportunities, and prestige. Security refers to work stability. Intrinsic rewards reflect the inherent
interest of the work, and learning potential, and the opportunity to be creative. In other words,
extrinsic values are desirable outcomes of some activity and intrinsic values are sources of
satisfaction inherent to the activity itself (Hartung, 2006).
Hoppock i Super (1950) were the first to establish that ones satisfaction with his work is related
to the importance that individuals give to different job aspects, such as promotion possibility,
pay, independence, diversity, creativity or helping others. After that Ginzberg et al. (1951)
pointed out that those precise differences in those value schemes determine which kind of reward
the individuals will aspire to in their work. Ros at al. (1999) determine the existence of four basic
3
Labour Force Survey 2007, http://www.fzs.ba/CPI/ARS_2007_bos.pdf, [Accessed, 20.06.2008]
According to the recent State commission's study on Youth Issues provided in May 2008 (n=1.500, ages 16-30.
http://www.mladi.gov.ba [Accessed, 13.06.2008]
5
Ibid.
4
types of working values which refer to extrinsic values, intrinsic values, social values and
prestige values. First studies of working values showed the connection between values and the
choice of profession. Newer studies treat values as equally important determinations of individual
differences in the area of professional development, such as abilities and interests (Zytowski,
1994) and also as the main variables which determine the process of choosing a profession
(Brown, 2002).
Youth's orientations toward work
As adolescents finish high school and face important decision about their futures, they are
guided in their decision making by work-related and other types of value orientation (JohnsonKirkpatrick, 2002). Youth's different orientations toward work become the bases for the selection
of occupations and jobs (Davis, 1965; Judge and Bretz, 1992; Rozenberg, 1957) and are
associated with the attainment of important work rewards (Lindsay and Knox, 1984). The
predominant view of work value formation, along with most research in the status-attainment
tradition, implies that work values and aspiration take shape during childhood and adolescence.
Youth enter the transition to adulthood, according to this view, with well-defined work
orientations (Johnson-Kirkpatrick, 2002). Yet growing evidence indicates that occupational
aspirations change considerably during adolescence and the young adult years (Jakobs, Karen and
McClelland, 1991; Rindfuss, Cooksey and Sutterlin, 1999; Shu and Marini, 1997), and also work
values undergo major changes during the time (Johnson, 2001a, 2001b).
The sources of youth’s work values are not yet well understood (Mortimer, 1996). Current
frameworks point to the roles of social class and gender in children’s to adolescents developing
work values, but little attention has been given to other potential source of influence. With
respect to educational experiences, high school curriculum and academic achievement also could
influence patterns of stability and change in work values during the transition to adulthood
(Johnson-Kirkpatrick, 2002). Both structure later educational and occupational opportunities
(Bowles and Gintis, 1976; Dornbusch, Glasgow and Lin, 1996). High achievement students and
those in an academic track may experience less change in their work values after high school, as
they are in better structural position to realize their aspirations and they also may have ‘better
occupational knowledge’ and will experience fewer barriers to implementing their work-related
desires (Johnson-Kirkpatrick, 2002).
Research background
This paper relies on the assumptions and the instruments used in the study on work values
of young in Croatia (Matić, 1991). The basic interest of the paper is directed on establishing
dominant value dimensions of the young. Accepting or denying of work values was determined
according to the wanted characteristics of future employment which were treated as manifestly
variables of particular value dimensions. The examinees were asked to evaluate how desirable are
certain characteristics of future employment or job organization to them. According to Matić
(1991) the examinees were offered 20 characteristics which they had to evaluate on the Likert
type scale from 1- the least desirable to 5- the most desirable. The second part of the
questionnaire referred to the examinees evaluation of the importance of education and
improvement as well as the possibilities the education gives in positioning on labor market but
also in the social structure in general. As mathematical and statistical operations the factor
analysis of main components and the classical variance analysis were used (ANOVA).
Since values are kind of determinations of behavior towards desirable goals, taking part in high
education can be considered as an instrumental and ultimate value at the same time. The
motivation for education is conditioned by many influences on the individual from social
environment to personal needs, first of all by the need for self-actualization. There for, the second
hypothesis was set by bringing educational and intrinsic dimensions of work values into
connection, first of all the self-actualization dimensions of work activity.
H1 Statistically significant differences between students according to their age, sex and faculty
will not be present because of the small range of sample and the similarities of generational and
social position since there are only students in this sample.
H2 High evaluation of education is in positive relation with value orientations towards work
which express intrinsic aspects of work.
Research findings
According to the paper (Matić, 1991), a list of statements which reflect the wanted
characteristics of future employment of the examinees was used. Considering the mentioned
study and using the factor analysis, a relation between five groups of value orientations found in
the Matić study (1991) was tested, and the hierarchy of values for the sample of students at The
University of Mostar was established (Table no.1).
Table no.1 Work related values of the students at The University of Mostar
Factor 1. Self-actualization value orientation
Mean
Variance
Rank
Have a job which enables creative work
4,37
0,713
12
Factor
loading
0,565
Have a job which is linked to capability
4,35
0,572
13
0,604
Have a job in which I can always improve myself
4,65
0,304
5
0,546
Factor 2. Socially altruistic value orientation
Mean
Variance
Have a job which requires cooperation with other people
4,46
0,594
11
0,587
Have a job which helps to other people
4,47
0,441
10
0,525
Work in a company in which there is a feeling of unity
Work in a company in which everybody pleads for its
interests
4,50
0,586
8
0,531
4,48
0,605
9
0,667
Factor 3. Utilitarian value orientation
Mean
Variance
Have a job which doesn’t require great efforts
3,55
1,119
19
0,522
Have peaceful and settled job
4,28
0,959
14
0,597
Factor
loading
Factor
loading
Have a job which is well paid
4,90
0,123
1
0,403
Have a job which is respected in society
4,73
0,340
4
0,454
Work in a big company
3,79
1,164
17
0,420
Have a safe workplace
4,88
0,134
2
0,548
Have a job in which one can make progress
4,57
0,485
7
Factor 4. Adventurous value orientation
Mean
Variance
0,416
Factor
loading
Have a job which requires exceptional efforts
2,77
1,156
20
0,365
Be able to realize one’s own rights at workplace
Have a job which requires resourcefulness
4,87
4,17
0,151
0,742
3
15
0,408
0,464
Factor 5. Authoritarian-technocratic value orientation
Mean
Variance
Work in a company led by capable experts
4,64
0,557
6
0,492
Work in a company where one knows who is a boss
Work in a company where there is order and strict
discipline
3,61
1,751
18
0,389
3,83
1,106
16
0,463
Factor
loading
Judging by the results of factor analysis, the existence of previously named value dimensions in
the sample of students at The University of Mostar is established. When it comes to the hierarchy
of work values, it is obvious from the previous table that the hierarchy structure of the values
towards the labor indicating the most acceptable values of the labor are the ones with the highest
rank. Undesirable characteristics of the labor are also visible and they have the lowest rank. The
most desirable values, manifested through desirable characteristics of the labor are well-paid job
(1), and safe workplace (2). These two most desirable characteristics denote student’s need for a
material and social safety. There is also the third ranked desirable characteristic - possibility to
realize rights at the workplace (3). Little bit lower ranked from previously mentioned one are
characteristics such as socially appreciated job (4) and possibility for improvement at the
workplace (5).
Generally speaking, safe job that requires average level of effort and at the same time is socially
appreciated is the most desirable for students (which also implies protection of rights and wellpaid job) and that indicates the predominance of extrinsic dimensions in value orientation
towards work. Considering the dimensions set by Matić (1991) – the utilitarian value orientation
is dominant in the sample of the young at The University in Mostar. There is no statistically
significant difference in ranking desirable characteristic of future employment by the students in
this sample. In order to understand better the relation between the set value orientations we have
tested, using the correlation analysis, which of these value orientations have common meeting
points (Table no.2).
Table no.2 Correlation between value orientations towards work
Factor 1
Factor 1
Self-actualization value
orientation
Factor 2
Socially altruistic value
orientation
Factor 3
Utilitarian value orientation
Factor 4
Adventurous value orientation
Factor 5
Authoritarian-technocratic
value orientation
Factor 2
Factor 3
Factor 4
Factor 5
0,514(**)
0,000
0,145(*)
0,243(**)
0,036
0,000
0,474(**)
0,000
0,347(**)
0,223(**)
0,001
0,393(**)
0,076
0,275
0,301(**)
0,227(**)
0,000
0,000
0,000
0,001
** Correlation is significant at the 0.01 level.
* Correlation is significant at the 0.05 level.
The strongest, statistically significant correlation’s connection is between socially altruistic and
self-actualization value dimension towards work and the connection between adventurous and
self-actualization value orientation is next. The smallest correlation’s connection is between
utilitarian and self-actualization value orientation.
Each of the value dimensions was tested by Cronbach’s Alpha test and it turned out that neither
of the separated dimensions has the necessary level of internal consistency and that disables the
treating of such separated factors as scales for the measuring of the same dimension of opinion
and attitudes of examinees. Unsatisfactory coefficient of Cronbach’s Alpha also indicates the
possible different structure and overlapping of value dimensions in this sample. Considering
those results the varimax rotation factor analysis was used which resulted in two groups of
overlapped value dimensions who had a satisfying Cronbach's Alpha coefficient (Table no. 3 and
Table no. 4.)6.
Table no.3 Separated scale with dominant social-altruistic and authoritarian-technocratic value
dimensions (varimax rotation)
6
Mean
Variance
Have a job which requires cooperation with other people
4,46
0,594
Factor
loading
0,388
Have a job which helps to other people
4,47
0,441
0,370
Have a job in which I can always improve myself
4,65
0,304
0,541
Work in a company in which there is a feeling of unity
4,50
0,586
0,816
Work in a company in which everybody pleads for its interests
4,48
0,605
0,733
Work in a company where there is order and strict discipline
3,83
1,106
0,352
Bartlett’s spherical test confirms that the results (n=210) are convenient for factorization (χ2=909,376; df=190;
p<0,050), as well as Kaiser-Meyer-Olkin’s measure of convenience of samples (KMO=0,704).
Table no.4 Separated scale with dominant self-actualization value dimensions (varimax rotation)
Mean
Variance
Have a job which enables creative work
4,37
0,713
Factor
loading
0,425
Have a job which requires exceptional efforts
2,77
1,156
0,371
Have a job which is linked to capability
4,35
0,572
0,732
Be able to realize one’s own rights at workplace
4,87
0,151
0,306
Have a job which requires resourcefulness
4,17
0,742
0,677
Have a job which requires cooperation with other people
4,46
0,594
0,498
Have a job which helps to other people
4,47
0,441
0,359
Have a job in which I can always improve myself
4,65
0,304
0,331
Statistically significant difference between students exists in the case of first separated scale with
dominant altruistic and authoritarian-technocratic value dimensions. It showed that
upperclassmen are in average closer to those values than their younger colleagues (F=4795;df=1;
p=0,030). The appearing of this statistically significant difference in the value orientations
towards work leads to the dismissal of the first set hypothesis (H1).
In the second part of the questionnaire the students were offered a list of 10 statements which
refer to their attitudes on institutional education, the possibilities which the education gives and
the studying and improving after the finished formal education. Using factor analysis two groups
of attitudes were separated (Table no.5)
Table no.5
Mean
Variance
It is worth to study
4,20
0,789
Factor
loading
0,590
People who complete studies have a reputation in society
3,90
0,965
0,612
Studying means invest in one’s own future
4,53
0,528
Mean
Variance
Upon obtaining diploma it is necessary to improve in a profession
4,63
0,386
0,396
Factor
loading
0,402
Human has to learn all his life to be able to become an expert in some field
4,64
0,404
0,357
Factor 1 (Cronbach Alpha =0,668)
Factor 2 (Cronbach Alpha =0,654)
There is statistically significant difference among students from different faculties in connection
to the level of optimism related to the possibilities the education gives. The least optimistic are
the students of The Faculty of Pedagogy and the students of The Faculty of Economy show the
biggest optimism (F=5,121; df=2; p=0,007). Among other, this difference is most certainly the
result of the situation on the labor market in our country where there is a certain saturation of
professions from The Faculty of Philosophy and Human Sciences and there is still demand for
economy related professions.
To test the other set hypothesis (H2) we made a correlation analysis of the relations between the
scales of value dimensions got by factor analysis (varimax rotation) and the scales of relation
towards the education of students grouped in the previously named two factors.
Table no.6
Scale 1
Scale 1
Altruistic - authoritarian-technocratic
value orientation
Scale 2
Self-actualization value orientation
Scale 2
Factor 1
Factor 2
0,610(**)
0,111
0,172(*)
0,000
0,110
0,000
0,632(**)
0,580(**)
0,027
0,000
Factor 1
Positive evaluation of educational
chances
Factor 2
Positive evaluation of long term
learning
** Correlation is significant at the 0.01 level
* Correlation is significant at the 0.05 level
0,335(**)
0,001
It is obvious from this table that these two scales with value combinations of altruisticauthoritarian technocratic and self-actualization type have significant mutual correlation which
implies the conclusion that these two combinations of value orientations have meeting points and
may not be considered remote value positions. The scale with dominant self-actualization value
orientation towards work has the strongest and statistically the most significant correlation with
positive attitudes towards education and with positive attitude towards improving after formal
education, which confirms the second set hypothesis (H2). At the same time the scale of positive
attitude towards education and the scale of positive attitude towards studying have significant
mutual correlations.
Since self-actualization value orientation in this case comprehends the characteristics of work
that are related to abilities, hard work, resourcefulness and improvements we could say that value
orientation is close to choosing more demanding and challenging professions. The correlation of
this value orientation with high evaluation of education and improvement implies the existence of
work ethic and the readiness to adapt to the demands of the labor market.
Conclusion
Work is a complex social phenomenon (Matić, 1991) and the working role is also one of the most
important in the life of an individual on which his entire life satisfaction depends. Even though
values are sharpened during life in their essence they have trans-situational character (Rokeach,
1973; Schwartz, 1992) and they are relatively stabile considering life circumstances. The results
of this study imply the complex structure of value towards work in the sample of students from
The University of Mostar in which, judging by the hierarchy structure, the utilitarian dimension is
dominant, most of all the expected profit from the work, starting with good salary, safety to the
possibility to gain promotion and accomplish rights on their working place. When it comes to
structure of value system, separated value orientations point on the domination of selfactualization value dimensions which appear in all combinations, and judging by the results there
are least meeting points between self-actualization and utilitarian dimensions of work values. It is
visible that within a hierarchy of labor values in a case of students from The University of
Mostar, an expressive meanings of labor overlapping with instrumental meaning showing close
position of, in fact, opposite aspirations.
The level of optimism according to the education and the possibilities that the education gives is
most probably conditioned by the perceived condition on labor market so the results have shown
significant differences among students from different colleges, with the students of Economy
being the most optimistic. That suits the current condition on labor market in our country where
there is still demand for such kind of professions. Even though the sample is limited by the
number and the range of examinees since it referred only on student population of almost the
same age range, the results of this study gave some recognizable basic denotations of work value
orientation of the young at The University in Mostar.
In the literature there is much speculation about next generation of workers. Economists are
predicting dramatic increases in the productivity of young workers (Zemke et al., 2000). They are
well educated and comfortable with technology, and multi-culture in their schools has made them
the most tolerant and open-minded of all generations; they see the world as global and connected
24 hours a day (Loughlin and Barling, 2001). At the same time the empiric researches confirm
that the harmony between personal values and the characteristics of work explains up to 30% of
variance of work satisfaction (Rounds, 1990; Rounds, Dawis and Lofquist, 1987). There for, the
mentioned prognoses and statements can only be an extra reason for the research of
characteristics, values and the expectations of the young related to the sphere of work.
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www.unicef-icdc.org
http://www.fzs.ba/CPI/ARS_2007_bos.pdf,
http://www.mladi.gov.ba