Introduction
The dynamic changes taking place in society necessitate a close study of the value orientations of older adolescents, since it is at this age that an active restructuring of their value system takes place. In conditions of constant interaction with the outside world, adolescents often find themselves in stressful situations, which require significant resources to solve.
The study of the problem of value orientations occupies an important place in Russian literature. The importance of value orientations in human life has been repeatedly emphasized in the works of prominent psychologists such as A. G. Asmolov, A.M. Matyushkin, V. A. Yadov, V. N. Myasishchev, B. G. Ananyev, D. N. Uznadze, L. I. Bozhovich, S. L. Rubinstein, and others. According to I.A. Bakushkin, acting as a basic element, value orientations perform a certain function, namely, determining the direction of human behavior, as well as ensuring the choice of methods, forms and style of regulation [2]. For B.G. Ananyeva's values primarily reflect the spiritual side of a person and determine the totality of a person's actions and motivation for his behavior.
The problem of hierarchy of values, as noted by A. N. Leontiev and V. B. Olshansky, is also important for understanding how values influence personal development and the choice of behavioral strategies. Research conducted within the framework of these theories shows that values do not exist in isolation, but are interconnected with motivation and needs, forming systems of personal orientation [2]. The concept of personal values includes not only their content, but also their hierarchical structure, which influences decision-making in stressful situations.
Within the framework of foreign literature, a large number of researchers have dealt with the issue of value orientations, among them M. Rokich, who identifies two types of values, namely terminal and instrumental. The former, in turn, mean that a person believes that his ultimate goal for the future is justified and must be pursued with all his might. Instrumental ones, on the contrary, determine a person's beliefs that a certain set of human actions is preferable in any situation, that is, we can conditionally say that these are values-means.
One of the most significant studies of value orientations is the approach put forward by Sh. By Schwartz and W. Bilski. Their approach interprets values as "beliefs or concepts related to an out-of-situational desired end state or behavior of a person, performing the functions of controlling the choice or assessment of a line of behavior" [1]. That is, this concept is based on the understanding that in any value orientation of a person there is a place for non-situational goals or desires of a person who are directly responsible for actions and behavior.
No less important are the works of Sh. Schwartz, who highlights motivational types of values. The theory of Sh. Schwartz includes eleven types of values, which in turn can be grouped into groups: self-improvement, openness to change, preservation and self-transcendence, etc. According to Sh. According to Schwartz, each main value has a specific primary goal, which determines the essence of human behavior motivation.
What are the features of value orientations in older adolescence that can be distinguished? S.V. Molchanov conducted a study of value orientations in the context of S. Schwartz's theory on Moscow schoolchildren. An analysis of the results showed that "for Russian adolescents and young men, the value of achievements and social success turned out to be the most significant, followed by the values of self-regulation and benevolence (caring for the well-being of others)" [9]. An analysis of the value orientations of older adolescents showed that in 45 countries, according to S. Schwartz, favor is in the first place for adolescents, while Moscow schoolchildren put safety first. At the same time, the last places of value orientations coincide in both groups of respondents (hedonism, stimulation, universalism, conformity, power and traditions) [9].
The results of the study show that schoolchildren choose for themselves those significant attitudes that reflect the mood of the modern society in which they find themselves, "where personal success is often more important than concern for the welfare of others" [9].
A study of value orientations and moral development in adolescence, conducted by D.D. Martishina, showed that in older adolescence, in comparison with younger ones, values associated with independent and responsible choice of actions, safe and respectful attitude towards others acquire special importance. Adolescents primarily choose values that are determined by the need to be protected and trustworthy among the people around them [8]. The orientation of adolescents' value orientations has two trends: positive and negative. According to the research of A.V. Lysenko and A.V. Petrov, the positive tendency to choose values is determined by their desire to choose attitudes that are of priority importance to society. That is, they choose for themselves caring for others, attention and acceptance of any characteristics of any person, and love. On the other hand, there is a negative trend that includes those values that teenagers choose less often. According to the research, these are the groups of values that are responsible for the pursuit of education, the search for and enjoyment of beauty [6].
In an ever-changing world, the risk of emotional stress and stress on a person's personality increases. For many, excessive exposure to stressful situations leads to a loss of psychological resources that help them adapt to changing conditions.
The term "stress" was introduced in practice by G. In 1936, Selye, relying in a certain way on the theory of adaptation, proposed to consider stress as a universal response to any demands placed on it by society [4].
According to Mr. Selye, stress is constantly in motion, and definitely consists of interconnected phases. It highlights:The anxiety response is the initial stage of stress. Here, the human body "revives" all its defenses. All attention is paid to the factor causing the stressful situation, the person is in constant tension and concentration. Usually, it is at this stage that most of the stressors disappear and no longer exert pressure on the person.The resistance stage is the second stage in which the body turns to its reserve protective systems in order to adapt as much as possible to changing conditions. At this stage, according to Mr. Selye, a person is able to perform tasks that are not possible under normal conditions, for example, to lift a heavy object.The stage of exhaustion, which is characterized by prolonged exposure to stress. Here, all the body's resources are depleted, and a person's physical and mental health is gradually impaired. At this stage, stress and anxiety return again, which is the result of a weakening of the body [4].
Stress, according to A.V. Zinchenko, has certain stages that can be divided into groups: physiological, cognitive, emotional and behavioral [5]. Cognitive ones are characterized by difficulties with attention, memory and thinking, etc. Emotional ones are directly related to the inability to cope with their emotions. A person is subject to impulsive anger, he is irritable. Physiological problems are directly related to the physiological state of the body, such as frequent illnesses, overwork, etc. And finally, behavioral ones, which are associated with a change in human behavior. These are difficulties with relationships with significant people, the emergence of bad habits, etc. In order to overcome the occurrence of prolonged exposure to a stressful situation, various coping strategies are used to help mobilize a person's inner strength. The definition of coping was formulated by R. Lazarus and S. Folkman, who defined it as "constantly changing cognitive and behavioral ways of overcoming specific external and internal requirements that are assessed by a person as significant or exceeding his capabilities" [10].
Analyzing the research of I.M. Nikolskaya and R.M. Granovskaya, M.Ya. Goldman says that among the most basic strategies for coping with stress in adolescence are those that are directly aimed at "emotional response through suffering and grief or through verbal and physical aggression, distraction by going into entertainment or children's "work" [4], as well as focused on cooperation with adults" and direct recovery of their physical strength, that is, rest.
Modern research shows that the choice of stress management strategies is influenced by many factors, in particular organizational culture, which is determined by key values [3]. The relationship between value orientations and stress management strategies in older adolescents has not been sufficiently studied, which causes difficulties in organizing work in this area. Due to their inexperience and impulsivity, adolescents are often unable to choose the most constructive strategies for coping with stress.
In the study of A.A. Yusman showed that students, in comparison with previous years, had a decrease in the values of achievement and the family sphere. She suggests that this may be directly related to "educational and age-related crises of transition from adolescence to adulthood, in which emotional, intellectual, and cognitive (behavioral) processes reach their peak of development while maximizing the spiritual and moral foundations of personality" [12]. We can say that this is a consequence of growing up and changing attitudes and the appearance of more stressful moments.
The article by G. A. Shukuryan examines the relationship between stress tolerance and the value-semantic sphere of personality. People who, to a large extent, have good stress tolerance, choose health and a happy family life as priority values, as some resources that allow them to control their lives and the difficulties that arise. These values mostly help them to fully cope with stress. Well-mannered, cheerful and honest, act as some kind of tool for them to overcome stress in their lives. These values act as specific strategies for them that help them adequately build stress management schemes [11].
Modern research shows that there is insufficient research on the relationship between value orientations and strategies for coping with stress, requiring a deeper study of this topic.
The purpose of our study was to identify the relationship between value orientations and stress managementstrategies in older adolescents. The study involved 100 respondents - older teenagers aged 15 to 17 years old, studying in secondary schools in Moscow.
Materials and methods
As part of the study, empirical data was collected using the following methods:
Method number 1. Diagnostic methods of E. Heim's coping strategies adapted by L.I. Wasserman. This technique is designed to evaluate 26 situationally specific coping options, structured according to three main areas of mental activity: cognitive, emotional, and behavioral. It contains a number of statements describing typical behavior in a stressful situation, from which respondents need to choose the most appropriate option for each area.
Method number 2. The questionnaire "Coping behavior in stressful situations" by N. Endler, J. Parker adapted by T.L. Kryukova. This questionnaire is designed to identify the predominant strategies for coping with stress, classified as strategies focused on solving certain tasks (POK), on emotions (EOC), on avoiding KOI (including distraction and social distraction).
Method number 3. The methodology of "Value orientations" by M. Rokich. The purpose of the methodology is "Value orientations" by M. Rokich's goal is to study the dominant value orientations, namely: terminal beliefs about the ultimate goals of human existence and instrumental beliefs about the preferred ways to achieve a goal.
After data collection, a statistical analysis was performed in the IBM SPSS Statistics Subscription program. To do this, we used the parametric statistical method – the Fisher criterion (F-criterion, φ*-criterion).Results and discussion.
The results of the study of the value orientations of older adolescents
The method of "Value orientations" by M. Rokich determines the content orientation of a personality and helps to study the attitude towards oneself and the world around them, to other people, determining the key motives of actions.
Traditionally significant values are those values that are chosen from 1st to 6th level (rank). Indifferent values are those values that have no special significance either in emotional or motivational meaning for a person, they occupy ranks from 7 to 12. In this case, it is important to note that indifferent values do not have a negative meaning for a person. And finally, rejected, indifferent values are values that are not preferred by a person, and occupy the last place in his life. Rejected values occupy ranks from 13 to 18. Consider the results of an analysis of the choice of dominant and rejected values by older adolescents. Among the dominant terminal values, 69% of teenagers single out "health", 59% - "love", 47% - "financially secure life", 45% - "happy family life", 44% - "having good and loyal friends".
According to the results of the study, the rejected terminal values of 56% of older adolescents are "the beauty of nature and art," "the happiness of others," and 51% have "public recognition."
The results show that older adolescents value aspects related to personal well-being and close relationships the most: health, love, financial security, family life and friendship. This indicates a desire for stability, security, and emotional support during this age period.
At the same time, adolescents consider aesthetic and social values less important, such as the beauty of nature and art, public recognition and the happiness of others. Rejection of these values may indicate a focus on one's own needs and personal development, as well as a possible decrease in interest in external social assessments and abstract ideals.
Thus, quantitative data confirm qualitative conclusions about the priorities of older adolescents, reflecting their internal motivations and value orientations during the period of personality formation.
According to the results of the study, the choice of the priority of instrumental values of older adolescents has certain specifics. Among the preferred values, older adolescents mostly choose the following instrumental values, namely: "independence" - 60% of the subjects, "good manners" - 53%, "cheerfulness" - 52%, "responsibility" - 51%, "honesty" - 43%, "diligence" - 39% and "accuracy" - 37%. Among the rejected instrumental values, 62% of older teenagers identify "high demands", 61% - "intransigence to shortcomings in themselves and others", 52% - "tolerance", 45% - "sensitivity" and 38% - "breadth of views".
The analysis of preferences shows that older teenagers value in themselves and others primarily such qualities as independence, good manners, cheerfulness, responsibility and honesty. This indicates a desire for self-determination and the formation of a stable, mature personality capable of making independent decisions and taking responsibility for them.
At the same time, the rejected values — high demands, intransigence to shortcomings, tolerance, sensitivity and breadth of views — reflect certain features of the emotional and social development of adolescents. The rejection of "high demands" and "intransigence" may indicate a desire to avoid excessive demands on oneself and others, which is typical for this age period associated with the search for a balance between independence and social adaptation. The low importance of tolerance, sensitivity, and broad-mindedness may indicate a limited social experience and a tendency to a narrower perception of the world.
Thus, a value system has been formed in which the tools of self-realization and self-control dominate, while emotionally oriented and socially adaptive qualities are in the shadow. This value system determines the orientation of the personality of older adolescents and reflects their current psychological and social needs.
The results of a study of stress management strategies in older adolescents
An analysis of the results of the study (the questionnaire "Coping behavior in stressful situations" by N. Endler, J. Parker adapted by T.L. Kryukova) showed features in the choice of dominant coping strategies among older adolescents.
It was revealed that in the studied group of older adolescents, problem-oriented coping (POK) is most often used, which indicates that older adolescents, during a period of special stress, tend to actively solve problems and change the situation itself, rather than looking for other ways to solve the problem.
It is interesting that older adolescents choose EOC and KOI copings as less significant. This fact can be explained by the peculiarities of adolescence, focused on interpersonal relationships in a peer group and an orientation towards an active and active life.
The analysis of the results of the study of coping strategies with stress (the method of diagnosing E. Heim's coping strategies in L.I. Wasserman's adaptation) allowed us to determine the choice of adaptive and non-adaptive strategies among the subjects. In 50% of the older adolescents, the choice of adaptive emotional coping strategies prevails, while in 35% of the respondents, the leading strategy for coping with stress is "optimism".
Next, let's look at non-adaptive coping behaviors. In the group of maladaptive coping behaviors in the study sample of older adolescents, the following results were obtained:
In the group of behavioral coping strategies, 13% of respondents chose "active avoidance" as the leading strategy. In the cognitive coping strategies group, 15% of older adolescents choose "humility" as the leading coping strategy. Among emotional coping strategies, more than a quarter of respondents identified the "emotion suppression" strategy as the leading strategy, which consists in hiding or ignoring the manifestation of their emotions at the time of stressful situations. The results obtained can be explained by the high level of stress associated with studies, previous exams, and lack of emotional self-regulation skills.
Analysis of the relationship between value orientations and stress coping strategies in older adolescents
Significant links were found between the prevailing coping strategy and the preference for the values of "having good and loyal friends" (φ=0.476; p<0.01) and "freedom" (φ=0.476; p<0.01). Adolescents for whom the value of "having good and loyal friends" is preferred are more likely to choose avoidance-oriented coping, while adolescents for whom this value is not preferred are more likely to choose problem-oriented coping. Adolescents for whom the value of "freedom" is preferred are more likely to choose emotionally oriented coping, while adolescents for whom this value is not preferred are more likely to choose problem-oriented coping (Figure 1).
The following reliable associations of dominant preferred values and adaptive coping strategies of older adolescents were found, namely: "setting one's own value" is associated with a preference for the value of "happy family life" (φ=0.517; p<0.01); "protest" is associated with a preference for the value of "active active life" (φ=0.387; p<0.01); "cooperation" is associated with a preference for the values of "self-confidence" (φ=0.336; p<0.05) and "honesty" (φ=0.354; p<0.05). Teenagers, for whom the value of "happy family life" is preferred, more often use the strategy of "setting their own value." Teenagers, for whom the value of "active active life" is preferred, more often use the "protest" strategy. Teenagers, for whom the values of "self-confidence" and "honesty" are preferred, more often use the strategy of "cooperation" (Figure 2).
The following reliable associations of value orientations and maladaptive coping strategies of older adolescents were found. Let's look at the connections in more detail: "submission" is associated with a preference for the value of "accuracy" (φ=0.700; p<0.01) "honesty" (φ=0.700; p<0.01); "self-blame" is associated with a preference for the value of "love" (φ=0.692; p<0.01); "active avoidance" is associated with a preference for the value of "active active life" (φ=0.700; p<0.01); "retreat" is associated with a preference for the value of "neatness" (φ=0.484; p<0.01). Older teenagers, for whom "neatness" is their preferred value, mostly use the "submissiveness" strategy. And teenagers, for whom the value of "love" is dominant, tend to use a coping strategy - "self-blame." Adolescents who prefer the value of "active active life" use the strategy of "active avoidance" in a stressful situation, while adolescents for whom the dominant value is "honesty" are more likely to use the strategy of "submission". Teenagers, for whom the value of "neatness" is preferred, mostly resort to using the "retreat" strategy (Figure 3).
There were also reliable links between value orientations and the choice of maladaptive coping strategies among older adolescents: respondents with a pronounced value of "freedom" are more likely to resort to the strategy of "humility" (φ=0.425; p<0.01); adolescents with a dominant value of "responsibility" are more likely to use the strategy of "confusion" and "retreat" (φ=0.479; p<0.01); Older adolescents who prefer the value of "health" mainly use stress management strategies of "dissimulation" (φ=0.333; p<0.05) and "ignoring" (φ=0.286; p<0.05).
Conclusion
The empirical study was aimed at studying the value orientations and strategies of coping with stress in older adolescents. The analysis of the data obtained made it possible to achieve the goal set - to identify the relationship between value orientations and strategies for coping with stress in older adolescence.
The study identified the dominant value orientations of older adolescents, among which are active active life, love, health, the presence of good and loyal friends and material well-being. Rejected values such as the beauty of nature and art, social acceptance, knowledge, and the happiness of others were also identified. It was found that older adolescents predominantly use problem-oriented coping, which indicates their desire to actively resolve stressful situations. Emotional coping strategies are preferred among adaptive coping strategies. Among the nonadaptive options, the use of behavioral coping strategies stands out.
An analysis of the relationship between value orientations and stress coping strategies has shown that there are significant links between value orientations and stress coping strategies in older adolescents. For example, teenagers who value a happy family life are more likely to use the strategy of "Setting their own value," while those who reject the value of public recognition are more likely to "Protest."
The results of the conducted research can be used in the practical activities of educational psychologists working with adolescents. The data make it possible to better understand the motivation and behavior of adolescents in stressful situations and contribute to the formation of an informed choice of values and adaptive coping strategies among adolescents.