The objectives of the study were: (1) To develop a semantic differential for the measurement of psychological meaning of selected human values of secondary students. (2) To study and compare the factor structures of selected human values of secondary students of different religions. (3) To study and compare the factor structure of different dimensions of psychological meaning of related human values of secondary students. 

The hypotheses of the study were: (1) There is no significant difference among the factor structure of potency, activity and evaluation dimensions of psychological meaning of human values. (2) There is no significant difference among the factor structures of potency dimensions of psychological meaning of human values of Hindu, Muslim, Sikh and Christian secondary students. (3) There is no significant difference among the factor structures of activity dimensions of psychological meaning of human values of Hindu, Muslim, Sikh and Christian secondary students. (4) There is no significant difference among the factor structures of evaluation dimensions of psychological meaning of human values of Hindu, Muslim, Sikh and Christian secondary students. (5) There is no significant difference among the factor structures of potency, activity and evaluation dimensions of psychological meaning of secondary students. 

The sample comprised 200 students of grades IX and X belonging to eight schools of Indore district and selected by randomly sampling technique. 

Semantic Differential Test was developed by researcher for data collection. 

Data was analyzed by factor analysis method. 

The findings of the study were: (1) The investigator developed a semantic differential known as “Semantic Differential For Human Values". (2) There were 25 human values in this instrument in the form of concept. (3) The potency dimension of 25 human values of Hindu Secondary students composed of six factors while activity and evaluation. The dimensions of the these 25 human values of Hindu secondary students composed of four and three factors respectively. The factor structures of these three dimensions- Potency, activity and evaluation were different to some extent. (3) The factor structures of potency, activity and evaluation dimensions of the psychological meaning of human values of secondary students composed of five, four, and three factors respectively. (4) The factor structure of the dimensions, namely, potency, activity and evaluation of 25 values of Sikh secondary students composed of six, five and five factors respectively. These three factor structures were different from each other except a few common values. (5) The factor structures of potency, activity and evaluation dimensions of the psychological meaning of 25 human values of Christian secondary students composed of five, five and four factors respectively. These three factor structures were of different nature. (6) The factor structures of three dimensions, namely, potency, activity and evaluation of 25 human values of secondary students composed of four, two and two factors respectively. The three factor structures were similar in nature. (7) Factor structures of the potency dimension of the psychological meaning of selected 25 human values of Hindu, Muslim, Sikh and Christian secondary students were different. (8) The factor structure of activity and evaluation dimensions of psychological meaning of selected 25 human values of Hindu, Muslim, Sikh and Christian secondary students were almost different and closer to each other respectively.