Table of ContentsBackground of the StudyObjectivesHypothesesMethodPopulation and SampleResults and DiscussionBackground of the StudyValue literally means something that has a price, something valuable and worth having . We value what we desire to have or become and thus become the ideals, standards and set of guiding principles for all our activities and endeavors. Philosophers of the great tradition, from Plato to Hegel, have been very concerned with values, although they may not use the term value, but have spoken of desires and goals. There are a total of four views regarding the nature of values, namely interest theory, existence theory, experimental theory and part-whole theory (Jangaiah, 1998). Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay The Western view holds that value judgment does not necessarily depend on religion, but rather is an entirely rational activity guided by reason. When an individual decides that an action is right or wrong; a certain course of action that should or should not be followed, implies that these judgments are supported by reason (Goyal, 1998). According to Indian philosophy, which is not completely free from the influence of religion, value is associated with activities or efforts directed towards spiritual liberation (Moksha). The four Purusharthas, i.e. the supreme ends of life, which hold the highest value in Indian philosophy are Economic well-being (Artha), physical well-being (Kama), right action (Dharma) and spiritual freedom (Moksha). Thus, almost all types of concepts view values ​​in terms of normative ethics that guide us in deciding what is right, desirable, should be, and vice versa. Many research studies implicitly suggest that value dimensions are essentially linked, influenced and shaped by various factors. Benjamin (2011) revealed that students who studied in a secondary school climate had higher moral, personal, social, aesthetic, humanitarian, and religious values ​​than students in a moderate and weak school climate. Bobowi (2011) showed a greater contribution of multicultural personality to the variance of stimulation, autonomy, universalism and achievement values ​​compared to the impact of parental values. Iglesias and Vallejo (2011) found differences in personal and interpersonal values ​​across generational cohorts, gender, and ethnic group. Rajkumari (2011), in her cross-cultural study, revealed that the control and protection dimensions of the family environment had a positive correlation with girls' religious and democratic values. Ipgrave (2012) indicated that students' respect for the religiosity of their peers is more influenced by the experience of religion in the neighborhood and the extent to which being "religious" is considered "normal." there, rather than through religious teaching in the classroom. (multi-faith or otherwise). Sucharitha (2012) concluded that gender and class of study do not have a significant influence on the moral judgment of secondary school students. Thus, many value-forming factors, such as school climate, culture, gender, parental values, religion, family environment, age, class of study, etc., have retained the attention of researchers around the world. As the formation of values ​​is a complex and multidimensional process, there are a number of insufficiently explored factorsdetermining the pattern of values, such as marital status, various psychological and personality traits, parental upbringing and expectations, the practice of education, the nature of upbringing to which the upbringing is exposed, the level of aspiration, etc., which need to be examined in order to improve the body of scientific knowledge regarding value formation. Students who study different types of education may possess different value models because the education system is one of the most powerful factors in determining individual values. There is a general feeling that the education system is becoming more or less materialistic and professional day by day, where value traditions are slowly being abandoned. Venkataiah (1998) believes that the system, with all its complexities and intricacies, has so far proven to be deficient, in that it neglects or does not give due importance to the values ​​of life human. In some ways, modern academic disciplines are ill-equipped to deal with values. Instead, they live in perpetual fear of the invasion of values, lest their hard-won modernity be contaminated and disrupted by their contact with values ​​(Thakur & Pathak, 2016). However, few scientific investigations have been carried out to validate the impact of these values. modern education for the formation of values, which is mainly of a professional nature. It is clear from the related literature that only a few studies are conducted with the aim of identifying the values ​​of students in business, medicine or teacher education, etc. With the exception of Manav (1981), who conducted his study on attitudes, self-concept. and the values ​​of professional and non-professional students, no other study has so far revealed the dimensions of undergraduate students' values ​​of professional courses in general. Similarly, students with different aspiration levels may also differ in their value model. The aspiration level is closely associated with the value dimensions in the sense that it can determine or be determined by the value dimensions. Going through the literature, it is evident that only three studies by Macneil (1990), Basolene (1992) and Ranu (1995) are reported regarding the relationship between aspiration level and value dimensions. Macneil (1990) studied the relative importance of twenty values ​​and their relationships with the aspirations, life roles, and work of 157 undergraduate students, where a statistically significant correlation was reported between values ​​and career aspirations. Basolene (1992) studied the aspirations and values ​​of African and African people. Asian Theology Students. The results revealed that higher aspiration for education was the way to qualify for political, religious and socio-economic values. Ranu (1995) reported that level of aspiration and intelligence were predictors of scores among male and female postgraduate students. Thus, none of the three studies investigated the relationship between aspiration level and value dimensions of undergraduate students in professional courses. Considering the lack of scientific investigations as stated above, the present study was designed and as such stated as “Aspiration Level as a Predictor of Value Dimensions: A Correlational Investigation of First Year Students cycle of professional courses”. Objectives: To identify and examine the significance of difference, if any, between male and female undergraduate students of professional courses in their value dimensions. Identify and review the importanceof the difference, if any, between male and female undergraduate students of professional courses in their aspiration level. To determine the relationship between value dimensions and aspiration level of male and female undergraduates in professional courses. Investigating aspiration level as a predictor of value dimensions of male and female undergraduates in professional courses. Hypotheses H0-1: There is no significant difference between men and women. undergraduate students of professional courses in their value dimensions. H0-2: There is no significant difference between male and female professional course undergraduates in their aspiration level. H0- 3: There is no significant relationship between value dimensions and aspiration level. undergraduate students, both men and women, professional courses. Aspiration level is the predictor of value dimensions of male and female undergraduates in professional courses. MethodSince the present investigation aims at a study of the value dimensions and aspiration level among undergraduate students involving a relationship between the variables, therefore a descriptive correlational research method was adopted.Population and sampleThe target group of The present investigation consists of undergraduate students of professional courses. It has been demarcated to professional course undergraduate colleges affiliated to Gauhati University, which number 83. The study excluded conventional colleges which offer one or two professional subjects. As such, the study included all students, irrespective of gender and locality, enrolled at the undergraduate level in the 83 degree colleges affiliated to Gauhati University offering training in professional courses, which number 7 001 inhabitants. Sampling was carried out at two levels. . In the first stage, 30 percent of the colleges, or 25 colleges, were randomly selected from the 83 professional course colleges, taking into account the feasibility of the survey and sufficient representation of the population. At the second level, a stratified random sampling method was adopted to select a sample of students from each of the selected colleges since the study included “gender” as one of the analysis variables. There are a total of 7,001 undergraduate students in 25 selected professional course colleges, including 4,030 males and 2,971 females. By applying a proportional distribution, five percent of students in the two strata “Men” and “Women” were taken separately from each college in order to guarantee a more representative distribution of students across all colleges. Thus, the total sample of the present study consisted of 351 undergraduate students of professional courses, including 202 men and 149 women. Data Collection Tools The following standardized tools were used for data collection. Study of Values ​​Test (SVT) developed by Dr. RK Ojha and Dr. Mahesh Bhargava which measures the six values ​​based on Spranger type(s) of men. Level of Aspiration (LOA) measurement developed by Dr. Mahesh Bhargava and Dr. MA Shah. Data Processing As the present study is mainly based on the examination of group performance and relationships between variables, the statistical techniques used for the study are mean, standard deviation, t-test, correlation and regression prediction. In order to understand the effectiveness of the aspiration level in forecasting the value dimensions, the forecast effectiveness coefficients (E) for each of the regression equations are calculated and..