A comparative study of value perceptions and normative rule compliance of Malaysian and American secondary school students

American and Malaysian educators are increasingly concerned with the moral orientation of young people. The purpose of this study was to examine the norm conformity and value acceptance of American and Malaysian secondary school students. It was hypothesized that Malaysian students would demonstrate greater norm conformity and value acceptance as compared to American students since Malaysian students are taught values formally through Moral and Islamic Education. It was further hypothesized that within each country female students would be characterized by greater norm conformity and value acceptance when compared with male students.;Norm conformity and value acceptance of students were measured by the Responsibility, Socialization, Self-control and Norm Favoring scales of the California Psychological Inventory (CPI). Furthermore, a values/behavior questionnaire was administered (adapted from Ban and Cummings (1997)) to students in both countries which measured the adherence to value based social norms. To further understand the nature of rule compliance and value perceptions, secondary school students and teachers in both countries were interviewed.;After statistical analyses of the CPI scales, it was found that Malaysian students had higher norm conformity and value acceptance than American students (significant for all scales). For gender, significant differences were found in these scales measured collectively in Malaysia, but no gender difference were found for American students. The results of the values/behavior questionnaire showed that although there were differences by country, most students reported adherence to positive social norms. There was a gender difference in social norm adherence for Malaysian students which triangulates with the CPI results.;Finally, some data obtained from the values/behavior questionnaire triangulated with results of the student and teacher interviews which focused on value perceptions and the role of the teacher as a moral agent. Unlike Malaysian students, American students were not sure if teachers should teach values. Students in both countries also felt that the teacher/student relationship was governed by implicit values of justice, fairness, and respect. Students also felt that only good teachers could teach positive values and American students felt they could go to good teachers for advice with moral dilemmas.