Moral‐Character Education

Lapsley, Daniel K.; Yeager, David S.

doi:10.1002/9781118133880.hop207007

Cited by 27 publications

(20 citation statements)

References 109 publications

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“…Our results may inform those interested in creating novel intervention programs that target adolescent health risks, especially since extant programs have been largely ineffective (e.g. Stice, Shaw & Marti, ; Lapsley & Yeager, ; Steinberg, ). Our findings suggest that these programs would be more effective if parents played a direct role.…”

Section: Discussionmentioning

confidence: 83%

Mother still knows best: Maternal influence uniquely modulates adolescent reward sensitivity during risk taking

Moreira

Telzer

2016

Developmental Science

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Adolescent decision-making is highly sensitive to input from the social environment. In particular, adult and maternal presence influence adolescents to make safer decisions when encountered with risky scenarios. However, it is currently unknown whether maternal presence confers a greater advantage than mere adult presence in buffering adolescent risk taking. In the current study, 23 adolescents completed a risk-taking task during an fMRI scan in the presence of their mother and an unknown adult. Results reveal that maternal presence elicits greater activation in reward-related neural circuits when making safe decisions but decreased activation following risky choices. Moreover, adolescents evidenced a more immature neural phenotype when making risky choices in the presence of an adult compared to mother, as evidenced by positive functional coupling between the ventral striatum and medial prefrontal cortex. Our results underscore the importance of maternal stimuli in bolstering adolescent decision-making in risky scenarios.

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Section: Discussionmentioning

confidence: 83%

Mother still knows best: Maternal influence uniquely modulates adolescent reward sensitivity during risk taking

Moreira

Telzer

2016

Developmental Science

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“…Blasi (2005) considers integrity as composed of both responsibility and identity. The desire for consistency that is part of self-concept is seen in moral identity; integrity that pertains to identification with moral actions is reflected in moral responsibility (Lapsley & Yeager, 2012). However, both integrity and self-consistency can be separate from adherence to accepted moral norms.…”

Section: Measuring Moralitymentioning

confidence: 99%

Development, reliability, and validity of the Moral Identity Questionnaire

Black

Reynolds

2016

Personality and Individual Differences

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“…Many dismiss discussions of morality and character out of hand because of their religious connotations or because they suggest a prudish vision of society that does not tolerate cultural pluralism. Lapsley and Yeager (2012) survey the controversies in the field, the curricula available and evidence on their effectiveness. icant.…”

Section: Targeted Character Interventionsmentioning

confidence: 99%

Fostering and Measuring Skills Interventions That Improve Character and Cognition

Heckman¹,

Kautz²

2013

The Myth of Achievement Tests

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu This paper reviews the recent literature on measuring and boosting cognitive and noncognitive skills. The literature establishes that achievement tests do not adequately capture character skills -personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. Their predictive power rivals that of cognitive skills. Reliable measures of character have been developed. All measures of character and cognition are measures of performance on some task. In order to reliably estimate skills from tasks, it is necessary to standardize for incentives, effort, and other skills when measuring any particular skill. Character is a skill, not a trait. At any age, character skills are stable across different tasks, but skills can change over the life cycle. Character is shaped by families, schools, and social environments. Skill development is a dynamic process, in which the early years lay the foundation for successful investment in later years. High-quality early childhood and elementary school programs improve character skills in a lasting and cost-effective way. Many of them beneficially affect later-life outcomes without improving cognition. There are fewer long-term evaluations of adolescent interventions, but workplace-based programs that teach character skills are promising. The common feature of successful interventions across all stages of the life cycle through adulthood is that they promote attachment and provide a secure base for exploration and learning for the child. Successful interventions emulate the mentoring environments offered by successful families. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S JEL Classification:D01, I20, J24

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Moral‐Character Education

Cited by 27 publications

References 109 publications

Mother still knows best: Maternal influence uniquely modulates adolescent reward sensitivity during risk taking

Mother still knows best: Maternal influence uniquely modulates adolescent reward sensitivity during risk taking

Development, reliability, and validity of the Moral Identity Questionnaire

Fostering and Measuring Skills Interventions That Improve Character and Cognition

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