Mostrar el registro sencillo del objeto digital PEDROZA FLORES, RENE
dc.creator PEDROZA FLORES, RENE; 16476 2018-03-15T22:35:09Z 2018-03-15T22:35:09Z 2015-12
dc.identifier.issn 1925-4741
dc.identifier.issn 1925-475X
dc.description The study of value has increased over the last few years. There was a research carried out in Mexico on the State of Knowledge in the field of education and values where the findings included professional ethics, moral, human rights, citizenship rights, school values and gender equity. The investigation led by Hirsch (2013) was for the period 2002-2011. The identified production was of 892 products on account of books, book chapters, articles, seminars and thesis, which speaks of the importance of the study of values. During this boom of scientific and academic production, the study of values within university students has not been set aside. There has been some research centered in the educational profile of students and the academic evolution contrasting with the values pointed out in the curriculum, and the actually acquired during the school terms (Kepowics, 2003; Elexpuru, 2013; Morales, 2013). Another group of investigations of a quantitative type and that apply some kind of instrument have worked with the hierarchy of values. For example, Angelucci (2008) worked with a hierarchy of 55 values, being the most appreciated by university students family and the least considered laziness; Rodríguez (2008) covers the study of the value family, using the Casares value test where he found a hierarchy of values in which the affective, the moral and the ecological values were dominant; Arango (2014) applied the Schwartz questionnaire and the “biggest blunder” test in order to measure the relationship between the academic education and the socially responsible behavior in university students, where ecological self-care and environmental values were an appreciated value; another study that comprises the hierarchy of values in university students is the one by Barbella (2008), where life and love were found as the most appreciated values. All of these studies have been found peculiar in the use of a different hierarchy of values, making it hard to arrive to a general conclusion. They have contributed in the knowledge that there is a certain preference of values according to the educational process. es
dc.description.abstract The purpose of this article is to study the personality dominant values in Graphic Design students from the Autonomous University of the State of Mexico. A scale developed by Allport, Vernon and Lindsey called: Study of values. A scale for the measuring of personality dominant interests was used. The sample was applied to 124 students, men and women, from the different semesters in the current term 2015 A. It was proven that the prevailing dominant values are the economical and the aesthetic. An outstanding finding is the fact that less importance is paid to values associated with the religious, the social and the political es
dc.description.sponsorship UAEM es
dc.language.iso eng es
dc.publisher Canadian Center of Science and Education es
dc.rights openAccess
dc.subject Allport es
dc.subject values es
dc.subject design es
dc.subject.classification CIENCIAS SOCIALES
dc.title Personality Dominant Values in Graphic Design Students in Their Educational Practice es
dc.type Artículo es
dc.provenance Científica es
dc.road Dorada es
dc.ambito Internacional es
dc.audience students es
dc.audience researchers es
dc.type.conacyt article
dc.identificator 5

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  • Título
  • Personality Dominant Values in Graphic Design Students in Their Educational Practice
  • Autor
  • Fecha de publicación
  • 2015-12
  • Editor
  • Canadian Center of Science and Education
  • Tipo de documento
  • Artículo
  • Palabras clave
  • Allport
  • values
  • design
  • Los documentos depositados en el Repositorio Institucional de la Universidad Autónoma del Estado de México se encuentran a disposición en Acceso Abierto bajo la licencia Creative Commons: Atribución-NoComercial-SinDerivar 4.0 Internacional (CC BY-NC-ND 4.0)

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