Core Values Test

Understand what matters most to you across key life domains in about 8 minutes. Take this Core Values Test — a 40-item ranking exercise grounded in Shalom Schwartz's values framework — to get a clear picture of your current priorities and motivations.
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Questions: 408 minutes
Hi! My name is Freudly, i am an AI therapist, I will give you an interpretation of the test after you complete it.
08:30
October 2, 2025
October 2, 2025
Material has been updated
23,963 views
1,658 completions
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Verified by Daniel Hall
Psychologist with 25 years of experience
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How the Scales are Structured

example score
3/5
Material Values (MV)
This scale measures how strongly a student prioritizes financial well-being, comfort, and material stability among their core life values.
Low priority
Moderate priority
High priority
1 – 2: Low priority | 3: Moderate priority | 4 – 5: High priority
A score of 3 indicates a balanced, moderate importance of material well-being, with attention to comfort and stability without making it the dominant life priority.
example score
3/5
High Aspirations (HA)
Measures how strongly a student values ambitious goals, high standards, and striving to fulfill their potential.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on high expectations, balancing ambition with other life values.
example score
3/5
Personal Traits (PT)
Measures the importance a student places on personal qualities (e.g., honesty, kindness, responsibility) as guiding life values in interactions with others.
Lower priority
Moderate priority
Higher priority
1 – 2: Lower priority | 3: Moderate priority | 4 – 5: Higher priority
A score of 3 indicates personality traits are a moderate priority in the student’s value structure, balancing character qualities with other life values.
example score
2/5
Erudition (E)
Measures the importance of broad knowledge, awareness, and applying learned information in practice as a personal value.
Low priority
Moderate priority
High priority
1 – 2: Low priority | 3: Moderate priority | 4 – 5: High priority
A score of 2 suggests that erudition is a relatively low personal priority compared with other life values in this profile.
example score
3/5
Education (E)
Measures how strongly acquiring knowledge and developing intellectual abilities are prioritized as a practical life value.
Low priority
Moderate priority
High priority
1 – 2: Low priority | 3: Moderate priority | 4 – 5: High priority
A score of 3 indicates a moderate emphasis on education, with learning and intellectual growth valued but balanced with other priorities.
example score
4/5
Initiative (I)
Measures how strongly a student values taking proactive action, expressing ideas, making independent decisions, and assuming responsibility.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 4 indicates a high emphasis on initiative, suggesting the student tends to act independently, propose ideas, and take responsibility for outcomes.
example score
3/5
Personal Responsibility (PR)
Measures how strongly a student prioritizes being accountable for their actions and fulfilling commitments to themselves and others.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 3 indicates a moderate emphasis on personal responsibility, with accountability and follow-through valued but not consistently prioritized across situations.
example score
3/5
Power (P)
Measures the importance a student places on influence, control, and leadership as a guiding life value.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 suggests a balanced orientation toward leadership and influence, valuing power in some situations without making it a primary priority.
example score
3/5
Social Approval (SA)
Measures how strongly a student values receiving recognition, support, and positive evaluation from others.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on public approval, balancing the desire for recognition with other personal priorities.
example score
3/5
Achievement Orientation (AO)
Measures how strongly a student values determination, perseverance, and success-oriented effort in their activities.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on achieving results, balancing goal pursuit with other life values.
example score
3/5
Competence (C)
Competence measures how strongly a student values having the knowledge and skills to complete tasks effectively and achieve goals.
Lower priority
Moderate priority
High priority
1 – 2: Lower priority | 3: Moderate priority | 4 – 5: High priority
A score of 3 suggests competence is a moderate priority, indicating a balanced focus on skillful task performance alongside other life values.
example score
3/5
Independence (I)
Measures the degree to which a student values autonomy, freedom of choice, and personal responsibility in their actions and decisions.
Lower independence
Moderate independence
Higher independence
1 – 2: Lower independence | 3: Moderate independence | 4 – 5: Higher independence
A score of 3 indicates a balanced preference for independence, combining self-directed choice with readiness to consider guidance or shared decision-making when appropriate.
example score
3/5
Communication (C)
Measures the importance a student places on developing communication skills and effective collaboration with others as a guiding value.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on communication, suggesting it is valued but not among the strongest guiding priorities.
example score
4/5
Instrumental Values (IV)
Measures the extent to which a student prioritizes personal qualities and behavioral strategies (e.g., honesty, responsibility, initiative) as means to achieve life goals.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 4 indicates a high emphasis on instrumental values, suggesting the student tends to rely on constructive personal qualities and consistent behavior to reach important goals.
example score
2/5
Work (W)
Measures the importance of work, effort, and professional contribution as a guiding life value.
Lower priority
Balanced
High priority
1 – 2: Lower priority | 3: Balanced | 4 – 5: High priority
A score of 2 suggests that work and professional contribution are a lower-priority value compared with other life directions.
example score
2/5
Pleasure (P)
Measures how strongly a student prioritizes seeking enjoyment, joy, and other positive emotions in life.
Lower emphasis on pleasure
Moderate emphasis on pleasure
Higher emphasis on pleasure
1 – 2: Lower emphasis on pleasure | 3: Moderate emphasis on pleasure | 4 – 5: Higher emphasis on pleasure
A score of 2 suggests pleasure is a relatively lower priority compared with other values, with enjoyment sought but not central in decision-making.
example score
3/5
Active Life (AL)
Measures how strongly a student values a rich, engaged, and varied active lifestyle.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 3 indicates a moderate preference for an active, eventful life, balanced with other life values.
example score
3/5
Competitiveness (C)
Measures how strongly a student values striving for success, leadership, and recognition in comparison to others.
Low
Moderate
High
1 – 2.3: Low | 2.4 – 3.6: Moderate | 3.7 – 5: High
A score of 3 indicates a moderate emphasis on competitiveness, balancing personal achievement with other values rather than consistently seeking to outperform others.
example score
3/5
Inner Satisfaction (IS)
Inner Satisfaction measures the degree of inner harmony, happiness, and self-acceptance that supports psychological well-being.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate level of inner satisfaction, suggesting a generally balanced sense of well-being with some areas that may feel less settled.
example score
3/5
Professional Values (PV)
Measures the importance a student places on work, professional development, and achieving success in their chosen field.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on professional values, suggesting work and career growth are important but balanced with other life priorities.
example score
3/5
Development and Self-Improvement (DaSI)
Measures how strongly a student prioritizes personal growth, learning, and continual self-improvement as core life values.
Low priority
Moderate priority
High priority
1 – 2: Low priority | 3: Moderate priority | 4 – 5: High priority
A score of 3 suggests development and self-improvement are a meaningful value, but balanced with other priorities rather than dominating decisions.
example score
3/5
Social Status Values (SSV)
Measures how strongly a student prioritizes social recognition, respect, and status as guiding life values.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a balanced emphasis on social recognition and status, where these values matter but do not dominate other priorities.
example score
3/5
Universal Human Values (UHV)
Measures the importance a student assigns to universal human values such as humanism, justice, and respect for others when prioritizing life goals.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate emphasis on universal human values, suggesting they are present in the student's priorities but not dominant.
example score
3/5
Communication (C)
Measures the importance a student places on interpersonal contact, friendship, and mutual support as guiding life values.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a balanced emphasis on communication, valuing social connections without making them the primary life priority.
example score
3/5
Knowledge and Learning (KaL)
Measures how strongly a student values acquiring knowledge, developing intellect, and broadening horizons as a life priority.
Low
Moderate
High
1 – 2: Low | 3: Moderate | 4 – 5: High
A score of 3 indicates a moderate importance of learning and intellectual growth, suggesting curiosity is present but balanced with other priorities.
example score
3/5
Terminal Values (TV)
Measures how strongly a student prioritizes overarching life goals and guiding end-states when making choices and setting priorities.
Less defined
Balanced
Highly defined
1 – 2: Less defined | 3: Balanced | 4 – 5: Highly defined
A score of 3 suggests the student has a balanced set of terminal values that guide decisions without strongly dominating other considerations.
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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Curious university students
46%OF USERS
Students take it to understand what motivates them, clarify priorities, and make more confident choices about study, work, and relationships.
University counselors and psychologists
31%OF USERS
Specialists use it to quickly map students’ value priorities and tailor support, guidance, and interventions to what matters most to them.
Teachers and program coordinators
23%OF USERS
Educators take it to better understand their student groups and adjust teaching, mentoring, and project work to match students’ core values.
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.
Material (M)
Average
3
Normal range
2.3 — 3.7
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
High Expectations (HE)
Average
3.6
Normal range
3 — 4.2
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Personality Traits (PT)
Average
2.7
Normal range
2.2 — 3.3
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Erudition (E)
Average
3.9
Normal range
3.3 — 4.4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Education (E)
Average
3.2
Normal range
2.5 — 3.9
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Initiative (I)
Average
4
Normal range
3.3 — 4.7
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Personal Responsibility (PR)
Average
3.6
Normal range
3.1 — 4.1
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Power (P)
Average
3.3
Normal range
2.7 — 3.9
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Public Approval (PA)
Average
3.8
Normal range
3.2 — 4.4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Achieving the Result (AtR)
Average
3.5
Normal range
3 — 4.1
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Competence (C)
Average
2.2
Normal range
1.7 — 2.7
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Independence (I)
Average
3
Normal range
2.4 — 3.5
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Communication (C)
Average
2.7
Normal range
2.1 — 3.3
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Instrumental Values (IV)
Average
2.8
Normal range
2.2 — 3.4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Work (W)
Average
3.6
Normal range
3.1 — 4.2
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Pleasure (P)
Average
3.3
Normal range
2.6 — 4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Active Life (AL)
Average
2.5
Normal range
2 — 3.1
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Competitiveness (C)
Average
3.2
Normal range
2.7 — 3.8
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Inner Satisfaction (IS)
Average
2.6
Normal range
2 — 3.3
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Professional (P)
Average
3
Normal range
2.4 — 3.5
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Development, self-improvement (Ds)
Average
2.8
Normal range
2.2 — 3.5
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Socio-status (S)
Average
2.8
Normal range
2.2 — 3.4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Universal (U)
Average
3.6
Normal range
3 — 4.2
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Communication (C)
Average
2.6
Normal range
2.1 — 3.2
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Knowledge (K)
Average
2.5
Normal range
1.8 — 3.3
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
Terminal values (Tv)
Average
2.8
Normal range
2.2 — 3.4
min.
1
max.
5
Majority
This curve shows how scores are typically distributed.
Once you complete the test, your result will appear on the scale so you can see how you compare.
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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

What does this Core Values Test measure?
It measures which core life values currently take priority for you — such as achievement, security, relationships, autonomy, and personal growth — by asking you to rank them from most to least important. Results describe a ranked value structure that reflects your current priorities and motivation rather than producing a single score.
Is this values quiz only for students?
This personal values test was originally developed within an educational context to help students clarify motivation and worldview, but it is grounded in Schwartz's universal values theory, which applies broadly to adults at any life stage. Anyone wanting to clarify what matters most to them — whether navigating career choices, relationship decisions, or a major life transition — can benefit from this core values quiz.
How long does it take and how many items are included?
Estimated completion time is about 8 minutes. The assessment includes 40 items. Participants select values and rank them from most to least important, reflecting current personal priorities rather than what seems socially desirable or expected.
What should I do if two values seem equally important?
Choose the option that feels more important in your everyday decisions. If two values seem equally central, rank the one that would be harder to give up ahead of the other. This forced-choice approach is what makes this test for core values more precise than simply listing values you agree with in general.
Is this Core Values Test a diagnostic tool?
No. Results describe relative value priorities rather than diagnosing any clinical condition. They are intended to support values clarification, counseling conversations, academic or career planning, and personal decision-making — not to classify or evaluate you.
Can my personal values change over time?
Yes. Value priorities are relatively stable but do shift meaningfully with life circumstances — major transitions such as a new job, relationship, graduation, or health change can reorder what feels most important. Rankings from this what are my values quiz should be considered within your current life context rather than treated as permanently fixed.
How should I use my Core Values Test results?
Use your ranked value profile to evaluate whether current decisions — career direction, relationship choices, daily time allocation — actually align with what you say matters most. Discrepancies between top-ranked values and daily behavior often reveal exactly where to focus change. Counselors, coaches, and educators also use these results to tailor guidance and support around your specific priorities.
WHAT THE TEST MEASURES
About This Assessment
Methodology for Assessing the Core Life Values of Students Test
values

This measure is designed to assess personal core values and perceived life priorities. Attributed to Shalom H. Schwartz, the Core Values Test uses structured self-report ranking to clarify the relative importance of commonly endorsed value domains. It contains 40 items and typically takes about 8 minutes to complete, producing a ranked profile that reflects which values currently guide your decisions and motivation most strongly.

Why Take a Core Values Test

Most people can name a few things they care about in general terms — family, success, freedom, security — but struggle to say clearly which of these actually take priority when they conflict, as they inevitably do in real decisions. A job offer that pays more but demands more time. A relationship that requires more compromise than expected. A values quiz grounded in Schwartz's research-based framework forces this kind of explicit ranking, surfacing priorities that are usually left implicit and unexamined.

This personal values test is particularly useful during periods of decision-making or transition — choosing a career direction, evaluating a relationship, or reassessing life priorities after a major change. Rather than relying on vague self-description, this core values quiz asks you to rank concrete value domains against one another, producing a specific, ordered picture of what actually drives your choices rather than what you assume should drive them.

Originally developed within an educational context to help students clarify motivation and worldview, this test for core values is grounded in Schwartz's universal values theory — one of the most extensively validated frameworks in values research — and its questions apply equally well to any adult seeking clarity on personal priorities.

What the Assessment Measures

Participants select and rank commonly endorsed value domains from most to least important, reflecting current personal priorities rather than what seems socially desirable. Domains typically assessed include:

  • Achievement and success — the importance placed on accomplishment, competence, and recognized attainment
  • Security and stability — the priority given to safety, predictability, and reliable structure in life
  • Relationships and belonging — the value placed on close connections, community, and social bonds
  • Autonomy and self-direction — the importance of independence, freedom of choice, and self-determined goals
  • Growth and self-development — the priority given to learning, personal development, and expanding capability

Higher-ranked values indicate what currently guides decisions and motivation most strongly; lower-ranked values are less central at this time, not unimportant in general. Rankings may shift with life circumstances and should be considered within your current context.

Who This Assessment Is For

This Core Values Test is appropriate for anyone who wants to clarify what matters most to them in order to guide decisions, goals, and life direction — including students navigating academic and career choices, and adults reassessing work fit or relationship priorities. It is also used by counselors and educators to support academic planning and student development programs by aligning guidance with individual value priorities.

Clinical Validity and Use in Practice

This instrument is grounded in Schwartz's theory of universal human values, one of the most widely validated frameworks in cross-cultural values research. Results are intended to support a counseling or coaching formulation of motivational priorities and value-based goals, and may inform individualized recommendations in academic support or psychological services. This test for core values describes relative priorities rather than providing a diagnostic classification, and rankings should be interpreted within your current life context.

Author: Shalom H. Schwartz
Literature: Schwartz, S. H. Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. Advances in Experimental Social Psychology. 1992.; Rokeach, M. The nature of human values. Free Press. 1973.
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