Promovendin: Lisa Biechele 
Keywords: Schwartz Theory of Human Values, Achievement Orientation, Educations Aspirations, Secondary School Transition, Switzerland
Gutachtende: Prof. Dr. Elena Makarova (Universität Basel), PD Dr. Anna K. Döring (University of Westminster, UK)
Projektbeginn: FS 2025

Abstract

This study explores the relationship between personal values, achievement orientation, and educational aspirations among primary school children in Switzerland during the critical period preceding their transition to secondary school. Building upon the VALISE project, which examined the value development of young children in Switzerland and the UK, this follow-up research aims to investigate how these values evolve in late childhood and how they are related to key educational variables.

The theoretical framework is grounded in Schwartz's theory of human values (1992), which categorizes values into higher-order dimensions such as self-transcendence versus self-enhancement and conservation versus openness to change values. This structure provides a comprehensive understanding of how values relate to behaviors and attitudes across cultures. In the school context, values are pivotal in shaping motivation, goal orientation, and ultimately educational aspirations.

The study focuses on the final year of primary school in Switzerland, a crucial transitional phase where students are assigned to different secondary school tracks based on their academic performance. This selection process has been shown to perpetuate social inequalities, as decisions are significantly related to socioeconomic background.

Achievement goal theory (Nicholls, 1984) offers additional insights by distinguishing between performance approach goals, emphasizing success demonstration, and mastery goals, prioritizing skill development. Mastery goals are particularly effective in fostering long-term educational success. Additionally, educational aspirations, defined as the desired level of educational attainment, play a crucial role in shaping student motivation and engagement during this transitional period.

The research will utilize a longitudinal design, surveying approximately 600 students across three measurement points from September 2025 to June 2026. Data collection methods include questionnaires assessing values (using the Picture-Based Value Survey for Children, Döring et al., 2010), achievement goal orientation, classroom behavior, and educational aspirations. Longitudinal data analysis will explore the development and relationship of these variables over time.

This study aims to provide novel insights into the stability and transformation of values during late childhood and their relationship with achievement orientation and educational aspirations. By understanding these dynamics, educators can better support students during transitional educational phases.
 

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