Moral Identity and Developmental Theory

Lapsley, Daniel K.

doi:10.1159/000435926

Cited by 2,457 publications

(16 citation statements)

References 28 publications

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“…A distinction between the development of moral identity across the lifespan and the emergence of moral identity in the first instance must be noted. With researchers only recently turning their attention to the question of how a person's moral identity might change over their lifetime (e.g., Krettenauer & Hertz, ; Lapsley, ; Proulx & Chandler, ), it is important to be clear that in this review, we are concerned exclusively with the question of moral identity emergence in the first instance.…”

Section: Introductionmentioning

confidence: 99%

“…The nature of this link has been described in various ways. For instance, some propose that the moral self is an ‘earlier and less mature form’ of adolescent moral identity (Krettenauer & Hertz, , p. 143), while others suggest it may be the ‘precursor’ (Hardy & Carlo, ) or ‘developmental source’ (Lapsley, , p. 168) of mature moral identity. Characterizing the link between the moral self of early childhood and moral identity in adolescence in this way invokes a long‐standing debate about whether child development across various domains (e.g., moral, social, and numbers and logic) proceeds in a gradual, additive, and continuous manner, or whether development proceeds by virtue of abrupt, discontinuous, and qualitatively distinct changes (for a review, see Lerner, ).…”

Section: Introductionmentioning

confidence: 99%

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The moral self and moral identity: Developmental questions and conceptual challenges

Kingsford

Hawes

Rosnay

2018

British J of Dev Psycho

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Research into moral identity has provided much support for its role in mature moral functioning, yet the developmental course of this construct remains poorly understood. In this review, we examine the dominant developmental model of moral identity, which emphasizes its key relation with the moral self of early childhood. In reviewing evidence for the model, the assumption of correspondence between the moral self of early childhood and moral identity in adolescence is challenged, in terms of both the moral component and the sense-of-self entailed in both constructs. We argue that progress in mapping the developmental course of moral identity stands to be informed by a focus on middle childhood, which to date has been largely neglected in this literature, despite evidence implicating this period from related fields of inquiry. A number of specific directions for future developmental research into moral identity are outlined based on this perspective. Statement of contribution What is already known on this subject? Moral identity is central to adolescent moral functioning. Early childhood 'moral self' becomes adolescent moral identity. What does this study add? The current dominant developmental model is examined. The model is found to have questionable validity. Middle childhood may be of unique importance to the emergence of moral identity.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The moral self and moral identity: Developmental questions and conceptual challenges

Kingsford

Hawes

Rosnay

2018

British J of Dev Psycho

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“…Unlike other personality impressions, moral character impressions reflect a fundamental evaluation of a person’s goodness or badness, meaning that self-other disagreement about one’s moral character represents a disagreement about one’s fundamental nature (Lapsley, 2015; Strohminger & Nichols, 2014). As such, failing to see eye to eye with others about one’s moral character should have a robust association with negative interpersonal outcomes, above and beyond disagreement about personality traits.…”

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confidence: 99%

Disagreement About Moral Character Is Linked to Interpersonal Costs

Barranti

Carlson

Furr

2016

Social Psychological and Personality Science

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Impressions of moral character are among the most relevant and consequential; yet, people do not always see eye to eye with others about their moral character. Is self-other disagreement about moral character associated with interpersonal costs, and are these costs uniquely associated with moral impressions? To answer these questions, judges ( N = 100) in a community sample rated several acquaintances’ (targets) moral character (e.g., compassion, honesty) and personality and indicated their liking and respect of the target ( N = 587 judge–target pairs) while targets described their own moral character and personality. For most moral impressions, as the discrepancy between judges and targets increased, judges tended to like and respect targets less, particularly when targets enhanced their character relative to their judge. These effects were unique from personality ratings (e.g., agreeableness). Thus, failing to see eye to eye with others about one’s moral character is associated with negative interpersonal outcomes.

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“…Özgecilik ve bileşenleri genellikle kişinin insani değerleri ve ahlaki yönü ile irtibatlandırılır (FitzPatrick, 2017). Bireyin kimliği ile ahlaki derinliği arasında ilişki olduğu fikri de psikolojide köklü bir geçmişe sahiptir (Lapsley, 2015). Bu bağlamda Damion ve Hart (1992), bireyin ahlaki kimliğinin ahlaki ilkelere uygun davranış sergilemede güçlü bir etken olduğunu vurgulamıştır.…”

Section: Introductionunclassified

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

Özbey¹,

Karduz²

2018

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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Bu çalışmanın temel amacı, özel yetenekli ve normal gelişim gösteren öğrencilerin ahlaki kimlik ve özgecilik düzeylerini karşılaştırmaktır. Bir diğer amaç ise özel yetenekli öğrencilerin ahlaki kimlik ile özgecilik düzeyleri arasındaki olası ilişki düzeyini saptamaktır. Çalışmada, ilişkisel tarama modeli kullanılmıştır. Araştırmanın çalışma grubunu İzmir ilinde uygun örnekleme ile seçilmiş üç yüz otuz üç (% 74.8) normal öğrenci ve yüz on iki (% 25,2özel yetenekli olmak üzere toplamda 445 öğrenci oluşturmaktadır. Öğrencilerin 220'si (% 49.4) kız, 225 (%51.6) erkektir. Veri toplamak amacıyla Ahlaki Kimlik Ölçeği ile Özgecilik Ölçeği kullanılmıştır. Veriler analiz edilirken t testi, Pearson momentler çarpımı korelasyon analizi ve regresyon analizi kullanılmıştır. Araştırmada t testi sonuçlarına göre özel yeteneklilerin ahlaki kimlik düzeyleri ile özgecilik düzeyleri normal öğrencilerden istatistiksel olarak anlamlı şekilde yüksek çıkmıştır. Pearson korelasyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimlikleri ile özgecilik düzeyleri arasında istatistiksel olarak anlamlı ve pozitif yönde bir ilişki bulunmuştur. Regresyon analizi sonucunda özel yetenekli öğrencilerin ahlaki kimliklerinin özgecilik düzeylerini istatistiksel olarak anlamlı şekilde yordadığı görülmüştür.

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Moral Identity and Developmental Theory

Cited by 2,457 publications

References 28 publications

The moral self and moral identity: Developmental questions and conceptual challenges

The moral self and moral identity: Developmental questions and conceptual challenges

Disagreement About Moral Character Is Linked to Interpersonal Costs

Özel Yetenekli̇ Ve Normal Geli̇şi̇m Gösteren Öğrenci̇leri̇n Ahlaki̇ Ki̇mli̇k Ve Özgeci̇li̇k Düzeyleri̇ni̇n İncelenmesi̇

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