Personal values play an important role in people adopting learning approaches during their studies. Especially in higher education, these values significantly influence the character that people play within their learning community and, ultimately, influence their academic achievement. The purpose of this article is to investigate personal values in their choice of learning approaches and, subsequently, how they affect a person's academic achievement. It also investigates the importance of developing a person's personal values as part of their broader studies and, at the same time, aligning them with the attributes of graduates and balancing them with knowledge and skills, in order to produce successful graduates in a society.
Values are norms that we have learned throughout our lives through teaching, whether from children, students or employees. When we make decisions, our values influence our choices because they are part of our character and our beliefs. As a health professional, my values prevail when I decide how much treatment a client needs or if they need it at all. As part of an interprofessional team, we learn from others their values and beliefs that can influence our own if they seem to guide us in a better and more ethical direction.
As a team, health professionals will share ideas and points of view with each other; in turn, these will influence the decisions that are made in relation to the client's care plan. Depending on the availability of online resources and the time period set for the selection of resources for the current review, some valuable research findings and guidelines may have been excluded. In other words, the learning addressed can be the result of a combination of several internal and external factors, including personal value traits. In this sense, when the expected results of collaborative and cooperative learning approaches are compared with Schwartz's categorization of values, values such as self-direction, achievement, benevolence and universalism are enhanced.
Good moral values act as a moral compass that helps children stay away from the negative influences of their peers, social networks, or, in general, as they grow into adolescence or even adulthood. On the contrary, the progressive or constructivist approach emphasizes the active construction of moral meaning by children and the development of a personal commitment to the principles of equity and concern for the well-being of others through processes of social interaction and moral discourse. Therefore, it seems valuable to further examine the complex interaction of factors that influence personal values and the way in which personal values influence a person and in common to the entire human community. Reasoning and explanations, deliberative discussion of moral dilemmas, and participation in decision-making processes are considered typical methods of this approach.
Another aspect of personal values is that they can be considered as the desirable motivational objectives and interests of an individual or as the guiding principles of life. Based on the results of the research studies mentioned above, no consistent assumptions can be made about the correlation between the effectiveness of learning approaches and students' academic achievement, or about how learning approaches influence academic performance. Personal characteristics, such as skills, abilities and values, academic adaptability, concern for learning objectives, decision-making, innovation, and communication are some of the main characteristics of any valid evaluation criterion. Online databases lack study reports that focus directly on the correlation between personal values and the learning community and vice versa, and on the importance of personal values as part of academic life.
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