The effect of the values on the prediction of the fourt-year primary school student's respect for feelings and thoughts and attitudes

The aim of this study is to define the relationships between socio-demographic variables, respect for feelings and thoughts, tolerance attitudes, and portrait values of fourth-grade primary school students and to reveal whether the portrait values can predict the respect for feelings and thoughts and tolerance attitudes. This research is a descriptive study based on the correlation screening model, which aims to determine the effect of the values in predicting fourth-grade primary school students' respect for feelings and thoughts and tolerance attitudes. The population of the research consists of students who continue their education in public and private primary schools in the Iskenderun district of Hatay province in the 2020-2021 academic year. The sample group consists of 535 fourth grade primary school students, 287 girls and 248 boys, who were selected on a voluntary basis by a stratified sampling method among the students who were continuing their education in public and private primary schools during the year the research was conducted. The data used in the research was acquired with the "Respect for Emotions and Thoughts and Tolerance Attitude Scale" developed by Çelik (2016), the Turkish version of the "Child Portrait Values Scale" developed by Kapıkıran and Gündoğan (2016), and the Personal Information Form prepared by the researcher. The data was analyzed in the SPSS-22 package program. The relationships between the dependent variables of the study, "respect for emotions and thoughts and tolerance attitudes" and "portrait values," and the independent variables of the research, "gender, parental relationship status, mother's employment status, socio-economic status of the school and academic achievement," are investigated using one-way MANOVA, correlation and multiple linear regression analysis methods. According to the findings, students' participation levels in the sub-dimensions of "respect for feelings," "respect for thoughts," and "tolerance" were found to be high. In terms of the gender variable, in the sub-dimensions of "respect for feelings" and "respect for thoughts," it was found that female students had more respect for feelings and thoughts than male students. No significant difference was observed in terms of the variable of the cohabiting parent, the mother's working status, and the socio-economic status of the school environment. It was found that the cohabiting parents' status also has no significant effect on the sub-dimensions of portrait values. The findings indicate that those who had high scores in the "respect for emotions" sub-dimension were more respectful to feelings than those who had lower scores. The study showed that those who had a good score in the "tolerance" sub-dimension tend to be more tolerant than those who had lower scores. In terms of the mother's working status variable, a significant difference was found in favor of the employees in the sub-dimensions of "self-transcendence" and "openness to change." A negative correlation was found between the socio-economic status of the school and the sub-dimensions of "self-transcendence," "conservation," and "openness to change." According to the academic achievement variable, substantial differences were found in favor of those with high and medium achievement scores in the "self-transcendence" and those with high scores in the "openness to change" sub-dimension. As a result of the regression analyses, the study reveals that the predictors of "respect for thoughts" are "self-transcendent" and "self-enhancement," the predictors of "respect for feelings" are "self-transcendent" and "conservation," and the predictors of "tolerance" are "self-transcendent," "self-enhancement" and "conservation." Keywords: Portrait values, respect, tolerance for emotions and opinions, primary school students.