Socio-psychological determinants of value development in students: A meta-analytical review of negative behaviors and the educational-social dynamic

This study examined the value preferences of 392 undergraduate students from health sciences, science and literature, and education faculties at universities in Tabriz during the 2023–2024 academic year, using a stratified random sampling method to ensure balanced representation of both entry-level and senior students. The findings reveal that students prioritize academic achievement, family welfare, and interpersonal harmony as core values guiding their behavior and aspirations. Moral values such as responsibility, honesty, and integrity were highly endorsed, indicating that ethical consciousness remains significant despite contemporary challenges. However, values related to formal recognition and social prestige showed greater variability, reflecting personal, cultural, and contextual influences. The results underscore the crucial role of educational environments in shaping students’ psychosocial and moral development, aligning with Bronfenbrenner’s ecological systems theory that emphasizes the impact of school contexts as critical microsystems. Positive educational experiences reinforce moral values and promote well-being, while academic pressures, teacher-student misalignment, peer conflicts, and institutional shortcomings pose challenges that may adversely affect students’ mental health, social adjustment, and ethical sensitivity. The complex interaction of individual traits, family background, socioeconomic status, and school climate further influences value formation, highlighting the need for holistic educational strategies. The study advocates for value-oriented pedagogies, socio-emotional learning, and comprehensive support services to foster critical thinking, ethical reasoning, and collaboration, thereby preparing students for academic success and responsible citizenship. Ultimately, the findings emphasize the transformative potential of universities not only as knowledge centers but as spaces for cultivating ethically conscious, socially engaged individuals ready to contribute to a just and equitable society.