Proverbs Test

In about 11 minutes, this test shows how someone sees themselves and the world through core values. Quick 60-item choices reveal real priorities and motivations with clear, actionable insight.

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Questions: 6011 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

October 2, 2025
Material has been published

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1399 completions

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Scale Explorer

How the Scales are Structured

example score

92/150

Low (L)

Measures the degree to which undesirable versus prosocial value attitudes predominate in a person’s moral orientations.

More prosocial

Mixed/variable

More undesirable

30 – 69: More prosocial | 70 – 109: Mixed/variable | 110 – 150: More undesirable

A score of 92 falls in the Mixed/variable range, suggesting a combination of prosocial and undesirable value attitudes depending on the situation.

example score

113/150

High (H)

Measures the strength and stability of a person’s orientation toward moral and ethical values in how they relate to themselves and others.

Lower moral orientation

Moderate moral orientation

High moral orientation

30 – 69: Lower moral orientation | 70 – 109: Moderate moral orientation | 110 – 150: High moral orientation

A score of 113 falls in the High moral orientation range, suggesting a relatively strong and stable preference for moral-ethical values in everyday judgments.

example score

7/10

Low Importance of Law-Abiding Behavior (LIoLB)

Measures how little importance a person assigns to following laws and formal rules in everyday behavior and decisions.

Values rules

Situational compliance

Rules seen as unimportant

2 – 4: Values rules | 5 – 7: Situational compliance | 8 – 10: Rules seen as unimportant

A score of 7 suggests compliance with rules is often situational, with a noticeable readiness to bypass norms when they feel inconvenient or unjustified.

example score

4/10

Importance of Law Compliance (IoLC)

Measures how strongly a person values following laws, rules, and socially accepted regulations.

Low law-abiding orientation

Moderate law-abiding orientation

High law-abiding orientation

2 – 4: Low law-abiding orientation | 5 – 7: Moderate law-abiding orientation | 8 – 10: High law-abiding orientation

A score of 4 suggests a relatively low emphasis on strict adherence to rules and regulations compared with other value priorities.

example score

5/10

Low Importance of Work (LIoW)

This scale measures how little importance a person assigns to work and professional activity in their value priorities.

Work is valued

Balanced importance

Work is de-emphasized

2 – 4: Work is valued | 5 – 7: Balanced importance | 8 – 10: Work is de-emphasized

A score of 5 falls in the Balanced importance range, suggesting work is not a dominant value but is not dismissed either.

example score

7/10

Importance of Work (IoW)

Measures how strongly a person values work activity and professional development as a life priority.

Lower importance

Moderate importance

High importance

2 – 4: Lower importance | 5 – 7: Moderate importance | 8 – 10: High importance

A score of 7 suggests work and professional growth are moderately important, with a tendency toward diligence and taking responsibility in tasks.

example score

5/10

Low Value of Learning (LVoL)

Measures the extent to which a person downplays the importance of learning, education, and self-development.

Learning valued

Mixed importance

Learning devalued

2 – 4: Learning valued | 5 – 7: Mixed importance | 8 – 10: Learning devalued

A score of 5 falls in the Mixed importance range, suggesting education and self-development are seen as neither clearly central nor clearly unimportant.

example score

4/10

Value of Learning (VoL)

Measures how strongly a person values learning, education, and self-development.

Low importance

Moderate importance

High importance

2 – 4: Low importance | 5 – 7: Moderate importance | 8 – 10: High importance

A score of 4 suggests learning and self-development are currently a lower priority compared with other values.

example score

6/10

Low Importance of Friendship (LIoF)

Measures how little importance a person places on friendship as a life value compared with other priorities.

Friendship matters

Balanced stance

Friendship less important

2 – 4: Friendship matters | 5 – 7: Balanced stance | 8 – 10: Friendship less important

A score of 6 falls in the Balanced stance range, suggesting friendships are not central but still hold moderate value alongside other life priorities.

example score

5/10

Importance of Friendship (IoF)

This scale measures how strongly a person prioritizes friendship and mutual support in their value system.

Lower priority

Moderate priority

High priority

2 – 4: Lower priority | 5 – 7: Moderate priority | 8 – 10: High priority

A score of 5 indicates that friendship is a meaningful but not dominant priority, with support from friends valued alongside other life areas.

example score

5/10

Egalitarian Attitude Toward Others (EATO)

Measures how strongly a person prioritizes fairness and equal consideration of interests in relationships with others.

Situational fairness

Balanced stance

Strong equality focus

2 – 4: Situational fairness | 5 – 7: Balanced stance | 8 – 10: Strong equality focus

A score of 5 suggests a generally balanced approach to equality, aiming for fairness while allowing context to influence decisions.

example score

3/10

Altruistic Attitude Toward Others (AATO)

Measures the tendency to provide selfless help and show concern for other people’s well-being.

Low altruism

Moderate altruism

High altruism

2 – 4: Low altruism | 5 – 7: Moderate altruism | 8 – 10: High altruism

A score of 3 falls in the Low altruism range, suggesting helping others is not a consistent priority and may depend on the situation.

example score

6/10

Selfish Attitude Toward Others (SATO)

Measures the extent to which a person prioritizes their own interests over others in interpersonal interactions.

Other-oriented

Mixed focus

Self-centered

2 – 4: Other-oriented | 5 – 7: Mixed focus | 8 – 10: Self-centered

A score of 6 suggests a balanced but noticeably self-focused approach at times, which may affect trust and reciprocity in some relationships.

example score

4/10

Egocentric Attitude Toward Others (EATO)

Measures the degree to which a person prioritizes their own interests over consideration for others in interpersonal situations.

Low egocentrism

Moderate egocentrism

High egocentrism

2 – 4: Low egocentrism | 5 – 7: Moderate egocentrism | 8 – 10: High egocentrism

A score of 4 falls in the Low egocentrism range, suggesting a generally balanced focus on personal needs alongside awareness of others.

example score

4/10

Individualistic Attitude Toward Others (IATO)

Measures the extent to which personal interests are prioritized over group interests in relationships with others.

Group-oriented

Individual-oriented

2 – 5: Group-oriented | 6 – 10: Individual-oriented

A score of 4 falls in the Group-oriented range, suggesting a tendency to consider collective interests and shared goals over personal autonomy in social situations.

example score

7/10

Collectivist Attitudes Toward Others (CATO)

Measures the extent to which a person prioritizes group goals and cooperation over personal interests in relationships with others.

More individual-focused

Balanced orientation

Strong collectivist

2 – 4: More individual-focused | 5 – 7: Balanced orientation | 8 – 10: Strong collectivist

A score of 7 suggests a generally collaborative, group-oriented stance while still leaving room for personal priorities when needed.

example score

6/10

Negative Attitude Toward Others (NATO)

Measures the tendency to view other people with negativity or unfriendliness, which can affect interpersonal interactions.

Low negativity

Moderate negativity

High negativity

2 – 4: Low negativity | 5 – 7: Moderate negativity | 8 – 10: High negativity

A score of 6 falls in the Moderate negativity range, suggesting a noticeable but not pervasive tendency toward unfriendly perceptions of others in some situations.

example score

7/10

Lack of Achievement Motivation (LoAM)

Measures how strongly a person lacks motivation to pursue achievements and changes in life goals.

Achievement-oriented

Mixed drive

Low drive to achieve

2 – 4: Achievement-oriented | 5 – 7: Mixed drive | 8 – 10: Low drive to achieve

A score of 7 falls in the Mixed drive range, suggesting periods of passivity or comfort with the status quo alongside some situational willingness to act.

example score

7/10

Achievement Striving (AS)

Measures motivation to pursue goals and achieve success through self-actualization.

Low drive

Moderate drive

High drive

2 – 4: Low drive | 5 – 7: Moderate drive | 8 – 10: High drive

A score of 7 indicates a moderately strong orientation toward setting goals and working toward achievement, with room to strengthen consistency and ambition if desired.

example score

6/10

Lack of Self-Determination in Life (LoSiL)

Measures how much a person relies on others rather than making independent life decisions.

More self-directed

Mixed independence

Less self-determined

2 – 4: More self-directed | 5 – 7: Mixed independence | 8 – 10: Less self-determined

A score of 6 suggests a moderate level, meaning decision-making may alternate between personal choice and reliance on others’ opinions depending on the situation.

example score

6/10

Life Self-Determination (LS)

Measures how independently a person chooses their life path and sets personal goals.

Low

Moderate

High

2 – 4: Low | 5 – 7: Moderate | 8 – 10: High

A score of 6 suggests a moderate level of self-determination, with some independent goal-setting alongside reliance on external guidance in certain areas.

example score

6/10

Cautious Approach to Life (CAtL)

Measures how strongly a person prefers careful, deliberate choices and avoiding unnecessary risk in life situations.

More risk-tolerant

Balanced caution

Highly cautious

2 – 4: More risk-tolerant | 5 – 7: Balanced caution | 8 – 10: Highly cautious

A score of 6 indicates a balanced level of caution, with a tendency to think decisions through while still accepting reasonable risks when needed.

example score

4/10

Decisive Attitude Toward Life (DATL)

Measures decisiveness and confidence in making life decisions, reflecting proactive independence versus hesitation.

More hesitant

Moderately decisive

Highly determined

2 – 4: More hesitant | 5 – 7: Moderately decisive | 8 – 10: Highly determined

A score of 4 suggests a generally cautious, less self-directed approach to life decisions, with a tendency to rely on external cues or delay action in uncertain situations.

example score

6/10

Pessimistic Attitude Toward Life (PATL)

Measures the tendency to view the future negatively and anticipate unfavorable outcomes in life situations.

More optimistic

Mixed outlook

More pessimistic

2 – 4: More optimistic | 5 – 7: Mixed outlook | 8 – 10: More pessimistic

A score of 6 indicates a mixed outlook, with some expectation of negative outcomes alongside more balanced or hopeful views in other situations.

example score

6/10

Optimistic Attitude Toward Life (OATL)

Measures how positively a person views life and expects favorable outcomes in the future.

Low optimism

Moderate optimism

High optimism

2 – 4: Low optimism | 5 – 7: Moderate optimism | 8 – 10: High optimism

A score of 6 indicates a generally positive, but balanced, outlook with optimism that may vary by situation.

example score

7/10

Hard, Difficult Life (HDL)

Measures the extent to which a person perceives life as hard and filled with difficulties and challenges.

Life feels manageable

Mixed view of life’s difficulty

Life feels difficult

2 – 4: Life feels manageable | 5 – 7: Mixed view of life’s difficulty | 8 – 10: Life feels difficult

A score of 7 suggests a moderately elevated tendency to notice and emphasize life’s challenges while still allowing for some sense of manageability.

example score

8/10

Positive Attitude Toward Others (PATO)

Measures the tendency to relate to others with kindness, empathy, and respect.

Reserved

Balanced

Warm

2 – 4: Reserved | 5 – 7: Balanced | 8 – 10: Warm

A score of 8 falls in the Warm range, suggesting a consistently positive, empathic, and respectful attitude toward other people.

example score

6/10

Materially Secure Life (MSL)

Measures how important material well-being, comfort, and financial stability are in a person’s value system.

Low priority

Balanced

High priority

2 – 4: Low priority | 5 – 7: Balanced | 8 – 10: High priority

A score of 6 suggests a balanced focus on financial security, valuing material comfort while also leaving room for non-material priorities.

example score

3/10

Low Importance of Material Well-Being in Life (LIoMWiL)

Measures how strongly a person downplays the importance of material wealth and prioritizes non-material values.

Material-focused

Balanced

Non-material oriented

2 – 4: Material-focused | 5 – 7: Balanced | 8 – 10: Non-material oriented

A score of 3 falls in the Material-focused range, suggesting material well-being is relatively important compared with non-material priorities.

example score

8/10

Materialistic Attitude Toward Life (MATL)

Measures the extent to which a person’s outlook on life is guided more by pragmatic or material priorities than by spiritual and moral considerations.

Low

Moderate

High

2 – 4: Low | 5 – 7: Moderate | 8 – 10: High

A score of 8 falls in the High range, suggesting a stronger tendency to downplay spiritual or moral guidance in favor of practical or material considerations.

example score

5/10

Spiritual Attitude Toward Life (SATL)

Measures the extent to which a person is guided by higher spiritual and moral values when orienting themselves in life.

Pragmatic focus

Balanced values

Spiritually guided

2 – 4: Pragmatic focus | 5 – 7: Balanced values | 8 – 10: Spiritually guided

A score of 5 suggests a balanced orientation where spiritual and moral ideals are present but share priority with practical considerations.

example score

6/10

Happy, Good Life (HGL)

Measures how positively and harmoniously a person tends to perceive life and expect favorable events.

Pessimistic outlook

Balanced outlook

Optimistic outlook

2 – 4: Pessimistic outlook | 5 – 7: Balanced outlook | 8 – 10: Optimistic outlook

A score of 6 suggests a generally balanced, moderately positive view of life with neither strongly pessimistic nor strongly optimistic expectations.

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DATA-BASED USER COHORTS

Who Usually Takes This Test?

Teen students in counseling

41%OF USERS

Teenagers take it with a school psychologist to clarify their values, motivations, and what drives their choices in study and social life.

Parents seeking insight

34%OF USERS

Parents use it to better understand a child’s priorities and discuss behavior, responsibility, and relationships without pressure.

Educators and class leaders

25%OF USERS

Teachers and mentors apply it to see what a group values most and tailor guidance, activities, and воспитательная work accordingly.

BASED ON AGGREGATED, ANONYMIZED DATA FROM TENS OF THOUSANDS OF FREUDLY USERS.

RESULTS YOU CAN ACTUALLY USE

What You’ll See After You Finish the Test

Scale Results
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Interpretation

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Used in 52+ countries

Benchmarking

See How You Compare

Once you finish the test, your results will be compared with real-world data from people in your country.
Below is a preview of the benchmarks we use to place your score in context.

Low (L)

Average

116.1

Normal range

93.9 — 138.4

min.

max.

150

majority

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Tall (T)

Average

118

Normal range

101.8 — 134.2

min.

max.

150

majority

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The Insignificance of Observing Laws (TIoOL)

Average

7.7

Normal range

6.5 — 8.8

min.

max.

majority

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The Importance of Abiding by Laws (TIoAbL)

Average

5.3

Normal range

3.9 — 6.7

min.

max.

majority

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The Insignificance of Labor (TIoL)

Average

7.6

Normal range

6.4 — 8.7

min.

max.

majority

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The Importance of Work (TIoW)

Average

7.6

Normal range

6.5 — 8.8

min.

max.

majority

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The Insignificance of Learning (TIoL)

Average

6.7

Normal range

5.6 — 7.7

min.

max.

majority

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The Importance of Learning (TIoL)

Average

4.4

Normal range

3.2 — 5.5

min.

max.

majority

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The Insignificance of Friendship (TIoF)

Average

6.2

Normal range

4.8 — 7.5

min.

max.

majority

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The Importance of Friendship (TIoF)

Average

6.8

Normal range

5.4 — 8.2

min.

max.

majority

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Equal treatment of people (Etop)

Average

4.4

Normal range

3.3 — 5.5

min.

max.

majority

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Altruistic Attitude Towards People (AATP)

Average

5.7

Normal range

4.5 — 6.9

min.

max.

majority

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Self-centered attitude toward people (Satp)

Average

5.3

Normal range

4.2 — 6.3

min.

max.

majority

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Egocentric Attitude Toward People (EATP)

Average

5.4

Normal range

4.1 — 6.7

min.

max.

majority

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Individualistic attitude towards people (Iatp)

Average

Normal range

6.7 — 9.2

min.

max.

majority

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Collectivist Attitude Towards People (CATP)

Average

7.9

Normal range

6.4 — 9.4

min.

max.

majority

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Bad attitude toward people (Batp)

Average

6.1

Normal range

4.8 — 7.3

min.

max.

majority

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No drive to achieve anything in life (Ndtaail)

Average

5.4

Normal range

4.4 — 6.5

min.

max.

majority

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Striving for Achievements in Life (SfAiL)

Average

4.9

Normal range

3.6 — 6.3

min.

max.

majority

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Lack of self-determination in life (Losil)

Average

Normal range

5.5 — 8.4

min.

max.

majority

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Self-Determination in Life (SiL)

Average

5.7

Normal range

4.5 — 6.9

min.

max.

majority

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A Cautious Approach to Life (ACAtL)

Average

7.5

Normal range

6.4 — 8.7

min.

max.

majority

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Once you complete the test, your result will appear here so you can see where you land.

A Determined Approach to Life (ADAtL)

Average

5.7

Normal range

4.3 — 7.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Pessimistic Attitude Towards Life (PATL)

Average

4.8

Normal range

3.5 — 6.1

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Optimistic Attitude Towards Life (OATL)

Average

4.9

Normal range

3.9 — 5.9

min.

max.

majority

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Once you complete the test, your result will appear here so you can see where you land.

A hard, difficult life (Ahdl)

Average

6.5

Normal range

5.2 — 7.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Good Attitude Toward People (GATP)

Average

7.3

Normal range

5.9 — 8.6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Financially Secure Life (FSL)

Average

7.2

Normal range

6 — 8.5

min.

max.

majority

This curve shows how scores are typically distributed.
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The Insignificance of Material Well-being in Life (TIoMWiL)

Average

4.6

Normal range

3.2 — 6

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

A Spiritual Void in One's Attitude Towards Life (ASViOATL)

Average

5.6

Normal range

4.5 — 6.7

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Spiritual Attitude Toward Life (SATL)

Average

4.1

Normal range

2.8 — 5.4

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

Happy, good life (Hgl)

Average

6.6

Normal range

5.2 — 7.9

min.

max.

majority

This curve shows how scores are typically distributed.
Once you complete the test, your result will appear here so you can see where you land.

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CLEAR ANSWERS TO COMMON QUESTIONS

Frequently Asked Questions

Any questions left?

What does this assessment measure?

It identifies value orientations and motivational priorities as reflected in choices between opposing life statements. Results describe how a person interprets self, others, and common situations.

What is the task during the assessment?

Each item presents two opposing statements based on proverbs, and one option is selected as closer in meaning. There are 60 items and completion typically takes about 11 minutes.

Are there right or wrong answers?

No; the items are preference-based and reflect personal value emphasis. Responses should be based on typical views rather than socially desirable choices.

Who is this assessment intended for?

It is commonly used with adolescents and students to clarify value priorities across several life domains. It can also be applied with other age groups when the selected version matches the evaluation goal.

How are results interpreted?

Responses are summarized into a profile across value areas and activity or social domains, depending on the version used. Interpretation focuses on dominant priorities, internal conflicts between motives, and areas for development.

WHAT THE TEST MEASURES

About This Assessment

Proverbs Test

metaphors morality values

This measure uses paired, contrasting proverb-based statements to elicit an individual’s value-related preferences and perspectives. The Proverbs Test is administered in a structured, forced-choice format and can support a brief screening of personal priorities across everyday domains. It is attributed to Raymond B. Cattell.

The instrument contains 60 items and typically requires about 11 minutes to complete. Responses are interpreted as a profile of relative endorsement across competing value statements, which may inform clinical formulation or adjunctive assessment of attitudes, motivations, and self-concept themes. The Proverbs Test should be interpreted in context of referral questions, developmental factors, and other assessment data.

Author: Raymond B. Cattell

Literature: Markus, H., & Nurius, P. Possible selves. American Psychologist. 1986.; Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development. 2011.; 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.; DeVellis, R. F. Scale development: Theory and applications. Sage. 2017.

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