David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Journal of Moral Education 27 (2):191-207 (1998)
Abstract The purpose of this study is to explore the differences and similarities in values held by early adolescents in Mainland China and Taiwan. Samples of seventh graders (N = 707) were drawn from two cities in Mainland China and as many cities in Taiwan. The instruments for this study included the Rokeach Value Survey (RVS) and the Chinese Value Survey (CVS). Many significant differences were found between adolescents in Mainland China and Taiwan, and between boys and girls. Early adolescents in Mainland China tend to prefer values that are related to competence and personal effectiveness. In contrast, their counterparts in Taiwan are more people?orientated and value interpersonal relationships more. The two groups also emphasise different aspects of collectivism. The subjects in Mainland China prefer more task?orientated values which aim toward service to society and country. The subjects in Taiwan, on the other hand, focus more on family?related values. Significant differences between the sexes are also found. Girls demonstrate more concern for relationships than do boys. Similarities in value preferences are also found. Adolescents in both Mainland China and Taiwan show concern for the world, country, family, friends and virtues related to interpersonal relationships. They are also similar in showing little concern for some traditional Chinese values such as reputation and respect for tradition. Implications of the findings are discussed in relation to the existing literature
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References found in this work BETA
Milton Rokeach (1973). The Nature of Human Values. New York,Free Press.
Li Maosen (1990). Moral Education in the People's Republic of China. Journal of Moral Education 19 (3):159-171.
Citations of this work BETA
Hye-Jeong Baek (2002). A Comparative Study of Moral Development of Korean and British Children. Journal of Moral Education 31 (4):373-391.
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