The relevance of this article is to study the formation of values’ hierarchy among students in the age of computerization, and in connection with the active introduction of high technologies in the life of society, and each society has a unique value-oriented structure, which reflects the identity of this culture. Since the set of values that an individual learns in the process of socialization is transmitted to him/her by society, the study of the system of value orientations of the individual is a particularly relevant problem in a situation of serious social changes, when there is a certain blurring of the social value structure. The purpose of the research is to study the value orientations of students participating in role-playing computer games. Research methods: as a research method, a questionnaire survey was used to identify groups of students who are and are not participants in Online role-playing games, for further identification of value orientations in both groups. Research results: the article examines and analyzes the features of value orientations of participants in role-playing computer games. The novelty and originality of the research lies in the fact that for the first time it is revealed that among students who are interested in Online role-playing games at the level of normative values, the first places are given to such values as hedonism, stimulation and power. It is shown that students who are fond of role-playing computer games are characterized by a desire for pleasure, they develop a tendency to novelty and search for new sensations, and the social status is revealed, which is expressed in dominating over people. It is determined that the least significant, in their opinion, are universalism, which is expressed in understanding, tolerance and protection of the well-being of all people and nature; striving for traditions and kindness. It is found that among students who do not play Online role-playing games, the first places are also given to power, hedonism and stimulation, but in a different order of preferences. It is shown that the lowest priority students who do not play computer games give to such values as safety, traditions, achievements, and independence. It is determined that the group of students who are not interested in Online role-playing games is less dependent on the reference group and they are more free to make judgments and choose their personal values. Practical significance: the data Obtained in this work can be used in social psychology, age psychology, pedagogy, as well as for further theoretical development of this issue.


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