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Proverb-Based Assessment of Value Attitudes Test

Take the online Proverb-Based Assessment of Value Attitudes Test - AI psychologist FreudlyYou can take Proverb-Based Assessment of Value Attitudes Test here. Online version of a simple and accurate psychological test with interpretation.en
By choosing between contrasting proverbs, the Proverb-Based Assessment of Value Attitudes Test takes about 5 minutes and includes 24 questions. It maps attitudes toward socially desirable or acceptable values and their stability across work, learning, self-development, beauty, homeland, and social or natural environment, offering a structured profile.
Questions: 245 minutes
Proverb-Based Assessment of Value: situation and reply bubbles
October 2, 2025October 2, 2025Material has been updatedOctober 2, 2025Material has been published
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1,659 completions
1,403 likes
Daniel HallPsychologist · Test reviewer
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Scale Explorer

How the Scales are Structured

Attitude Toward Self (Form B)ATSB
Assesses how strongly a person endorses socially acceptable values about self-attitude, lifestyle, and personal development.
example score2/4
2/4Moderateexample score
0 – 1Low (social-desirability oriented)
2 – 3Moderate
4High
A score of 2 suggests a moderate endorsement of socially acceptable values in how the person relates to themselves and their personal development.
Attitude Toward Self (Form A)ATSA
Assesses the strength of socially desirable values in a person’s attitude toward self, lifestyle, and personal development.
example score2/4
2/4Moderateexample score
0 – 1Low
2 – 3Moderate
4High
A score of 2 suggests a moderate alignment with socially desirable self-related values, without a strongly pronounced tendency.
Attitude Toward Beauty (Form B)ATBB
Measures how strongly a person endorses socially acceptable values related to the concept of beauty.
example score2/4
2/4Moderate orientationexample score
0 – 1Low orientation
2Moderate orientation
3 – 4High orientation
A score of 2 suggests a moderate, situational preference for socially acceptable views of beauty that may vary by context.
Attitude Toward the Beautiful (A)ATtB
Measures the strength of socially desirable values related to appreciating and seeking beauty.
example score2/4
2/4Moderate appreciation of beautyexample score
0 – 1Low appreciation of beauty
2 – 3Moderate appreciation of beauty
4High appreciation of beauty
A score of 2 indicates a moderate orientation toward valuing beauty and generally socially acceptable aesthetic attitudes.
Attitude Toward the Homeland (Form B)ATtHB
Measures the degree to which socially approved values and attitudes toward the Homeland are expressed.
example score2/4
2/4Moderateexample score
0 – 1Low
2 – 3Moderate
4High
A score of 2 indicates a moderate endorsement of socially acceptable values related to the Homeland without a strongly pronounced orientation.
Attitude Toward the Homeland (Form A)ATtHA
Measures the strength of socially desirable value attitudes toward the Homeland.
example score1/4
1/4Low endorsementexample score
0 – 1Low endorsement
2 – 3Moderate endorsement
4High endorsement
A score of 1 suggests a low level of socially desirable value endorsement regarding attitudes toward the Homeland in this measure.
Attitude Toward the Environment (B)ATtE
Measures the degree to which a person’s values support socially acceptable attitudes toward the social and natural environment.
example score2/4
2/4Moderately stable prosocial valuesexample score
0 – 1Less stable prosocial values
2 – 3Moderately stable prosocial values
4Highly stable prosocial values
A score of 2 suggests a moderately stable orientation toward socially desirable attitudes to the social and natural environment.
Attitude Toward the Environment (A)ATtE
Measures how stable socially desirable values are in a person’s attitude toward the social and natural environment.
example score2/4
2/4Moderate stabilityexample score
0 – 1Low stability
2Moderate stability
3 – 4High stability
A score of 2 indicates moderately stable, mixed orientation toward socially desirable values in relation to the environment.
Attitude Toward Creative Work (A)ATCW
Measures the strength of socially desirable values related to creative activity and creating or transforming something.
example score1/4
1/4Lowexample score
0 – 1Low
2 – 3Moderate
4High
A score of 1 falls in the Low range, suggesting a relatively weak emphasis on creative-activity values in the current value orientation.
Attitude Toward Learning (B)ATL
Assesses how consistently a person orients cognitive activity toward socially acceptable values and norms of learning and knowledge-seeking.
example score2/4
2/4Moderate stabilityexample score
0 – 1Low stability
2Moderate stability
3 – 4High stability
A score of 2 suggests a moderately stable orientation toward socially acceptable values in learning and cognitive activity, with some situational variability.
Attitude Toward Cognition (A)ATC
Measures how consistently a person orients toward socially desirable values in learning and cognitive activity.
example score2/4
2/4Moderate orientationexample score
0 – 1Low orientation
2Moderate orientation
3 – 4High orientation
A score of 2 suggests a moderately expressed, somewhat situational preference for socially desirable values in the sphere of knowledge.
Total Score (Form B)TSB
Reflects how stable a person’s socially acceptable value relationships are based on choices between opposing proverbs (variant B).
example score10/24
10/24Unstable value attitudesexample score
0 – 8Socially desirable orientation
9 – 16Unstable value attitudes
17 – 24Preference for socially acceptable values
A score of 10 falls in the unstable range, suggesting that socially oriented value attitudes may be situational rather than consistently expressed.
Total Score (Form A)TSA
Measures the stability of socially desirable value relationships expressed through choices between opposing proverbs.
example score16/24
16/24Highexample score
0 – 7Low
8 – 15Medium
16 – 24High
A score of 16 falls in the High range, suggesting a strong and relatively stable orientation toward socially approved values.
Attitude Toward Creative Activity (B)ATCA
Measures the strength and stability of socially acceptable values toward constructive creative activity.
example score2/4
2/4Unstableexample score
0 – 1Low
2Unstable
3 – 4High
A score of 2 suggests an unstable value attitude toward creativity, with fluctuating endorsement of constructive creative activity.
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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Teen students exploring values
46%OF USERS
Middle and high school students take it to understand what values guide them and how they relate to themselves, peers, and the world.
School psychologists and counselors
34%OF USERS
Practitioners use it for quick screening of value orientations and moral attitudes to plan individual or group support.
Teachers and class mentors
20%OF USERS
Educators assign it to inform class discussions and activities around character development, motivation, and social behavior.
BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.
Benchmarking

See How You Compare

Once you complete the test, your results are compared with real-world data from people in your country.
Below is a preview of how scores are typically distributed across each scale.
Shaded area — where most people score
Dot — the average
You — your score lands on each curve after the test— your score, after the test
Attitude Towards Oneself (B)
You?
Average2.3
Typical rangeTypical1.7 – 2.9
Possible0 – 4
Attitude Towards Oneself (A)
You?
Average2
Typical rangeTypical1.5 – 2.6
Possible0 – 4
Attitude Toward Beauty (B)
You?
Average1.1
Typical rangeTypical0.6 – 1.7
Possible0 – 4
Attitude Toward Beauty (A)
You?
Average1.3
Typical rangeTypical0.7 – 1.9
Possible0 – 4
Attitude Toward the Homeland (B)
You?
Average2.4
Typical rangeTypical1.7 – 3
Possible0 – 4
Attitude Toward the Homeland (A)
You?
Average2.6
Typical rangeTypical2 – 3.1
Possible0 – 4
Attitude towards the environment (B)
You?
Average1.6
Typical rangeTypical0.9 – 2.2
Possible0 – 4
Attitude Towards the Environment (A)
You?
Average2.5
Typical rangeTypical1.9 – 3.1
Possible0 – 4
Attitude Toward Creation (A)
You?
Average2.3
Typical rangeTypical1.6 – 3.1
Possible0 – 4
Attitude Toward Knowledge (B)
You?
Average2.2
Typical rangeTypical1.6 – 2.7
Possible0 – 4
Attitude Toward Knowledge (A)
You?
Average2.6
Typical rangeTypical2 – 3.3
Possible0 – 4
Final score (B)
You?
Average7
Typical rangeTypical3.1 – 11
Possible0 – 24
Final score (A)
You?
Average7.9
Typical rangeTypical4 – 11.8
Possible0 – 24
Attitude Towards Creativity (B)
You?
Average2.8
Typical rangeTypical2.3 – 3.3
Possible0 – 4
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SAMPLE QUESTIONS

Example Questions From the Test

You will be asked to read 24 pairs of proverbs and select, from each pair, the one that more closely reflects your views on life. When making your selection, focus not on the quality or appeal of the wording, but on how well the proverb corresponds to your thoughts and actions.
    • A. To live in the world is to live in peace.
    • B. To love everyone—there is not enough heart.
    • A. Everyone is fondest of their own home.
    • B. In a big heart, even what is far away feels close.
    • A. A person is attractive in appearance.
    • B. A person may look fine, but have a crooked soul.
WHAT THE TEST MEASURES

Proverb-Based Assessment of Value Attitudes Test - Description and methodology of the test

metaphors
morality
values

Readers deciding whether this self-report suits them can use the Proverb-Based Assessment of Value Attitudes Test to see how the result is organized. The value-attitude profile shows where responses align with socially desirable or socially acceptable values and where attitudes appear less stable, rather than assigning a fixed personality type.

What This Assessment Measures

Proverb choices cover activity, cognition, self-development, beauty, homeland, and environment. The value attitudes questionnaire describes socially acceptable values and stability. Its displayed scales are:

  • Constructive activity uses Attitude Toward Creative Work (A) 0-4 and Attitude Toward Creative Activity (B) 0-4.
  • Cognitive activity uses Attitude Toward Learning (B) 0-4 and Attitude Toward Cognition (A) 0-4.
  • Self and beauty use Attitude Toward Self (Form B) 0-4, Attitude Toward Self (Form A) 0-4, Attitude Toward Beauty (Form B) 0-4, and Attitude Toward the Beautiful (A) 0-4.
  • Belonging and environment use Attitude Toward the Homeland (Form B) 0-4, Attitude Toward the Homeland (Form A) 0-4, Attitude Toward the Environment (B) 0-4, and Attitude Toward the Environment (A) 0-4.
  • Total Score (Form B) 0-24 and Total Score (Form A) 0-24 summarize stability; their bands distinguish socially desirable or acceptable orientation, instability, and higher or lower endorsement.

Methodology and Evidence Base

Each item presents two contrasting proverbs, and the respondent selects the one closer to their view of life. The wording contrasts beliefs about effort, learning, solidarity, beauty, belonging, responsibility, and self-interest, allowing choices to be grouped by value domain.

Selections are summarized in domain and total scores. The questionnaire gives ranges and result bands but no point-by-point key, so readers should not infer how each answer contributes or treat a range as a diagnostic cutoff.

As a proverb-based assessment, the questionnaire is conceptually consistent with the 2019 proverb-based value-attitude study, the closest conceptual source, but it is not claimed to be an adaptation of that study. Earlier methodological work by Petrova and Stepanov provides related context.

The questionnaire’s documented scoring consists of ranges and bands; no standardization status is stated for this online version. Interpret each score against its displayed band; differences between domains are descriptive patterns, not evidence of psychometric superiority.

Honest self-report can shift with current circumstances, social-desirability pressures, and self-presentation, while familiarity with translated proverbs can also affect choices.

Author: Milton Rokeach
Literature:
  • Petrova, S. M. (2019). Using proverbs to study the attitudes to values in schoolchildren. Psychology in Education, 1(3), 306-314. 10.33910/2686-9527-2019-1-3-306-314
  • Petrova, S. M. (2006). Proverbs methodology. In E. N. Stepanov (Ed.), Pedagogical control in the process of education (pp. 34-38). Moscow: Creative Center Sphere.
  • Stepanov, E. N. (2016). Study and evaluation of schoolchildren's personal outcomes in accordance with the requirements of the Federal State Educational Standard: Methods. Volgograd: Uchitel.

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