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The article presents the results of a study focused on the factors shaping value attitudes toward the family among students in the secondary vocational education (SVE) system. The research aims to identify the specific features and contradictions in attitudes toward family and parenthood among SVE students. Based on an empirical study involving first-year students (N = 80) and an analysis of contemporary scientific publications, the study diagnosed the position of family values within the hierarchy of terminal values, performed a comparative analysis with earlier data, and identified key influencing factors. The scientific novelty of the research lies in the following: firstly, the study identifies the specific nature of value attitudes toward the family among SVE students in modern socio-cultural conditions (noting that, unlike in previous studies, “happy family life” now holds a priority position in the hierarchy of terminal values alongside health). Secondly, an original systematization of factors involved in the formation of family value attitudes specifically for SVE students is proposed. Thirdly, the authors developed and tested a diagnostic toolkit combining elements of the Rokeach Value Survey with an original questionnaire, allowing for the identification of both declared values and hidden contradictions within the value-semantic sphere of SVE students. The results showed that despite the high ranking of “happy family life” in the overall value structure, significant contradictions exist in the students’ consciousness. These include an attitude that official marriage registration is non-essential, a concurrent approval of trial cohabitation, an orientation toward small families (1-2 children), delayed parenthood, and a partial decoupling of the concepts of “love” and “family”. A lack of psychological readiness to start a family was identified as a primary barrier. By integrating theoretical analysis and empirical data, the study identified key factors in the formation of family values: the influence of the parental family and intergenerational ties, the level of psychological readiness, the role of the educational environment and media discourse, as well as age and gender characteristics.