Introduction: The importance of values education in current society continues to be one of the greatest challenges to our Educational System. Its pertinence becomes no less than inexcusable when we speak of education in social values during adolescence, or, during "Educacion Secundaria Obligatoria" ["N.T." Mandatory Secondary Education, that is, grades 7 to 10]. Study, research and intervention in this type of education has focused especially on the area of social skills and competencies (Farrington, 1989, 1993; Tremblay, Kurtz, Masse, Vitaro & Phil, 1995), so that we now possess numerous instruments and types of evidence that serve to evaluate students' level of social competence or maladjustment. Nonetheless, the area of coexistence values is yet to be encompassed within this terrain. To shed light on this, we adopt Tierno's position (1992, 1993a, 1993b, 1996) regarding human values, integrating it with the model by De la Fuente (1999, 2000, 2003), which proposes working on "self-regulated values" through three behavioral levels that constitute the latter. Specifically, to incorporate a value involves integrating the value's characteristics: "cognitions" or "thoughts" (what a person thinks or believes in interpersonal relationships), "feelings" or "affect" (emotions associated with living a particular interpersonal situation) and "actions" or "behaviors" (behaviors typical to each interpersonal situation). Objectives: Based on these assumptions, our study has a three-fold objective. Firstly, it will develop and present a new questionnaire regarding social values, analyzing its psychometric properties. Secondly, it seeks to develop a descriptive profile of social values constructed by students in this stage, using diverse academic and family measures. And thirdly, we establish interdependency relationships between the values questionnaire and other measures of maladjusted behaviors. Method: Participants were 857 male and female students from two public schools ("Educacion Secundaria Obligatoria") in the province of Almeria, their age ranging from twelve to eighteen years, of which 437 subjects were male (51.0% of the sample) and 420 subjects were female (49.0% of the sample), at varying levels in their completion of "Educacion Secundaria Obligatoria" (see table below for distribution according to year in school). Using this sample we performed three consecutive studies in order to meet our three objectives. Results and conclusions: The first study allowed us to obtain a Social Values Education Questionnaire with initially acceptable psychometric values. The second study gives us an interesting inside look at the social values of our adolescents, with respect to the students' other sociodemographic and academic variables. The third study confirms interdependency relationships and the importance of social values and social maladjustment. (Contains 1 graph, 1 figure, 7 tables and 1 footnote.)