The association between moral identity and moral decisions in adolescents

Bäker, Neele; Koglin, Ute

doi:10.1002/cad.20429

Cited by 7 publications

(9 citation statements)

References 52 publications

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“…This may provide evidence that a person’s internalized norms influence emotions and are thus indicators of moral identity. The results are consistent with the path analysis of Schipper and Koglin ( 2021b ), in which the heuristic model of Oser ( 2013 ) was empirically tested and moral identity was named as the central point of moral motivation.…”

Section: Discussionsupporting

confidence: 88%

“…Given the body of research it could be shown, contrary to the present study results, that high moral identity is negatively related to the attribution of moral emotions and that these predict behavior. This is because the higher the moral identity, the worse adolescents feel about their selfish decisions (Schipper & Koglin, 2021b ; Stets & Carter, 2011 ). The direction also contradicts the theoretical assumptions of Oser ( 2013 ) in which he states that moral action can be derived from moral emotions and moral identity.…”

Section: Discussionmentioning

confidence: 99%

“…For example (girls’ version), ‘Lisa decides to push/hit Jennifer. How good or bad do you think Lisa feels about it?’ Answers were given on a scale ranging from (1) very good to (5) very bad ( α T1 = .82, α T2 = .81; 12 items; (Koglin & Daseking, 2017 ; Schipper & Koglin, 2021b ). Mean and sum scores for the overall measure were calculated, higher scores indicating feeling good by not helping.…”

Section: Methodsmentioning

confidence: 99%

“…These traits are not consistent with a high moral identity, characterized by individuals rating traits such as “It is important to me to be a compassionate person” as high (Aquino & Reed, 2002 ; Koglin, 2017 ) so that a negative relationship is assumed. Furthermore, it was shown that a high moral identity is negatively related to positive emotions after rule breaking (Schipper & Koglin, 2021b ). For the present study, positive emotion attributions were queried following a moral transgression.…”

Section: Current Studymentioning

confidence: 99%

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Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescents

Bäker

2023

Curr Psychol

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This study investigates the associations of adolescents callous-unemotional traits with moral constructs and the interplay of various outcomes. The present study builds on the lack of research and focuses on the longitudinal relationships between CU-traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescence. The included variables were collected at test time points T1 and T2. To determine the predictive, and stability links among the variables, a cross-lagged model in SPSS AMOS 26 was conducted. Time stability path estimates were moderate to highly stable over time for all included variables. Significant cross lagged paths of moral identityT1 on moral emotion attributionT2, CU-traitsT1 on moral identityT2, externalizing behavior problemsT1 on moral emotion attributionsT2 and externalizing behavior problemsT1 on CU-traitsT2, could be found.

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Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Current Studymentioning

confidence: 99%

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Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescents

Bäker

2023

Curr Psychol

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“…Moral judgement in adolescence is regarded as an important period to develop moral maturity in facing social challenges (Escorza & Ornelas, 2018;Schipper & Koglin, 2021). Particularly for secondary school students, moral judgement serves as a pivotal indicator of their moral development.…”

Section: Introductionmentioning

confidence: 99%

Moral Emotion and Moral Identity on Moral Judgement Maturity Among Malaysian Secondary School Students

Appalanaidu,

Balakrishnan,

Yan-Li

2024

indonesian j. educ. res. rev.

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In preparation for the challenges of the real world and life after school, moral judgement stands as a pivotal skill among Malaysian secondary school students. Understanding the moral motivating factors contributing to the development of moral judgement maturity is imperative. Therefore, this study aims to analyze the relationships between moral motivation components—specifically, moral emotion (guilt and shame) and moral identity—and moral judgement among Malaysian secondary school students. A sample of 393 students (170 males, 223 females; M age = 16 years) from Selangor state participated in the study. Structural equation modelling (SEM) was utilised to analyse the predictive associations between these constructs. The findings revealed positive correlations among moral emotion, moral identity, and moral judgement. Notably, both guilt and shame, as well as moral identity, were found to be significantly related to students' moral judgement maturity. These results suggest that the tendency for experiencing guilt and shame, along with a heightened moral identity, play pivotal roles in shaping the moral judgement maturity of secondary school students, potentially fostering their moral development. This study contributes valuable insights into the mechanisms linking emotions and identity to moral judgement maturity, offering significant implications for the field of moral psychology.

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Editorial—Directions 2021

Barbot¹

2021

New Drctns Chld & Adlscnt

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On behalf of the editorial team, I am pleased to introduce our first, yearly "Directions" issue. As presented in our inaugural editorial note (https://doi.org/10.1002/cad.20373; see also our "Manifesto", Barbot et al., 2020), New Directions for Child and Adolescent Development (NDCAD) offers this new, non-thematic issue format, that includes manuscripts falling within the aims and scope of the journal's mission. In other words, the Directions issue includes stand-alone papers that highlights important directions in the field of developmental science in general, or child and adolescent development in particular. Any type of submission not falling under a special issue or thematic issue will be considered under the Directions issue, but we seek preferably synthesis work (meta-reviews, metaanalyses), empirical work with unexpected findings or new interpretations and approaches to addressing longstanding issues, and new theoretical contributions. Contributions published in that issue may serve to initiate a dedicated NDCAD issue (whether Thematic Issue, or Special Issue).This kick-off issue provides a good sample of contributions that represent understudied topics, populations, and approaches. Larran et al. ( 2021) present a systematic review to assess the feasibility of implementing three specific intervention methods designed for children with Autism Spectrum Disorder in schools welcoming refugee and asylumseeking children. Imai et al. (2021) present a study examining how maltreatment experience is associated with autism spectrum disorder and attention deficit hyperactivity disorder symptoms in a large sample of children under institutional care in Japan. Braun and von Oertzen (2021) assessed the effect that mentors have on mentored children. They used a controlled design to investigate the causal effect of a mentor's presence on the mentee's empathic accuracy, cognitive functioning, and prosocial behaviors. Guignard et al. (2021) investigated the labeling effect of intellectually gifted adolescents in France on their school life satisfaction and peer connectedness. Their findings suggested that students labeled as gifted report lower level of peer connectedness, a factor that strongly contributes to school life satisfaction in this sample. Huang et al. (2021), examined the effects of group art therapy on self-concept and peer relationships among adolescents using a mixedmethod approach and found that such activity supports adolescents' self-concept and peer relationships. Martins et al. (2021) interviewed a large sample of Portuguese children from first to fourth grade and found a developmental trend in the concept of lying, which was associated with other moral reasoning dimensions: children could define lying accurately and considered it to be inappropriate, but many admitted to lie if a close adult requested it. Schipper and Koglin (2021) explored moral identity, moral emotion attribution, moral responsibility, acceptability, and moral decisions in a large sample of adolescents in Germany. Their findings showed...

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The association between moral identity and moral decisions in adolescents

Cited by 7 publications

References 52 publications

Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescents

Stability and cross-lagged relations among callous-unemotional traits, moral identity, moral emotion attribution and externalizing behavior problems in adolescents

Moral Emotion and Moral Identity on Moral Judgement Maturity Among Malaysian Secondary School Students

Editorial—Directions 2021

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