Proverb-Based Assessment of Value Attitudes Test

How the Scales are Structured
Who Usually Takes This Test?
See How You Compare
Below is a preview of how scores are typically distributed across each scale.
Example Questions From the Test
- 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.
Proverb-Based Assessment of Value Attitudes Test - Description and methodology of the test
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.
- 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.
Updated: