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Identity, Reasoning, and Emotion: An Empirical Comparison of Three Sources of Moral Motivation
Abstract
Prior research on moral motivation has primarily emphasized moral reasoning and moral emotion; however, identity may also
play an important role. Therefore, the purpose of the present study was to examine the relative importance of prosocial identity,
prosocial moral reasoning, and empathy in predicting prosocial behavior. The sample included 91 university students, ages
19–35 years (M=21.89; SD=3.01; 80% European American; 65% female). Prosocial identity and empathy, but not prosocial moral reasoning, were positively
associated with overall prosocial behavior. Exploratory analyses examined how these three sources of prosocial motivation
differentially related to six forms of prosocial behavior. Results suggest the importance of considering the roles of all
three sources of moral motivation.
... First, self-referencing and other self-related functions, which are associated with the DMN at the neural level (Han 2017), are found to constitute the basis for motivation and behavior. For instance, moral identity, which is related to referencing to one's own identity and belief in the moral domain (Han 2017), predicts moral motivation and behavior according to a large-scale meta-analysis study (Hardy 2006;Hertz & Krettenauer 2016). Second, psychological functionalities associated with sensitivity to situational factors, such as empathy in the prosocial domain, which are correlated with the SN activity (Toller et al. 2018), are also fundamental in generating prosocial motivation and behavior (Hardy 2006;Nasello & Triffaux 2023). ...
... For instance, moral identity, which is related to referencing to one's own identity and belief in the moral domain (Han 2017), predicts moral motivation and behavior according to a large-scale meta-analysis study (Hardy 2006;Hertz & Krettenauer 2016). Second, psychological functionalities associated with sensitivity to situational factors, such as empathy in the prosocial domain, which are correlated with the SN activity (Toller et al. 2018), are also fundamental in generating prosocial motivation and behavior (Hardy 2006;Nasello & Triffaux 2023). Third, the executive functioning, which is based on the CEN at the neural level (Alexander et al. 2021), is commonly involved in various cognitive processes, including general social cognition (Stucke & Doebel 2023). ...
... Third, the executive functioning, which is based on the CEN at the neural level (Alexander et al. 2021), is commonly involved in various cognitive processes, including general social cognition (Stucke & Doebel 2023). Finally, conceptual papers proposed that all these three psychological functionalities are central in collectively regulating moral and prosocial functioning (Hardy 2006;Romera et al. 2019). These previous studies suggest that psychological processes associated with the three brain networks constitute the foundations for moral functioning. ...
In this paper, I examined whether evidence from the neuroscience of morality supports the standard models of phronesis, i.e., Jubilee and Aretai Centre Models. The standard models explain phronesis as a multifaceted construct based on interaction and coordination among functional components. I reviewed recent neuroscience studies focusing on brain networks associated with morality and their connectivity to examine the validity of the models. Simultaneously, I discussed whether the evidence helps the models address challenges, particularly those from the phronesis eliminativism. Neuroscientific evidence supported the importance of brain networks, i.e., the default mode, salience, and central executive functioning networks, in moral functioning in general. The findings favorably supported the multifaceted and integrative nature of phronesis proposed by the standard models. Finally, I considered how the two models could explain the mechanisms of phronesis more integratively based on neuroscientific findings. At the end of this paper, with the evidence, I proposed several practical ideas to promote the cultivation of phronesis, e.g., the consideration of coordination among components for moral functioning and the use of moral exemplars.
... For some, it is moral emotions such as empathy and sympathy which explain some of that variance (Batson, 1998;Hoffman, 2000). To others, it is moral identity that is the missing component (Blasi, 1983;Gibbs, 2003;Hardy, 2006). Attempts to incorporate some or all of these elements into a single model has led to the development of a series of multi-component models. ...
... Moral reasoning then would be represented in our model as the process by which the general principles encapsulated in the values are first translated into more specific attitudes and hence into specific behaviours. This parallels the views of Hardy (2006) who argued that moral identity and reasoning are the attitudes that influence our behavioural intentions. It's worth noting that in their review of the relationship between moral identity and behaviour, Rest and Carlo also propose that 'social pressures' and 'relevant skills' mediate that relationship, echoing the impact of social norms and self-efficacy elements in the TPB. ...
... We do acknowledge that this suggestion is derived, in large part, from research in an associated research tradition outside of the mainstream research on moral behaviour. However, the inclusion of a wider selection of literature, particularly from the areas of socio-cognition and information processing, has been recommended by other researchers (Hardy, 2006;Lapsley & Narvaez, 2004) who feel that such literature can offer fresh perspectives which will inform the research into moral behaviour. ...
The way we measure values is foundational to their study. This paper explores the empirical findings and theoretical discussions in the literature concerning an essential quality for any measure of values, its validity. We discuss an important debate on validity within the literature concerning the ability of value measures to predict value-related behaviour. We interrogate a key assumption behind the value-behaviour link, namely that a participant’s responses on a valid value measure will predict their behaviour. Ultimately, we make the case that a better understanding of the relationship between values and behaviour may be possible if we also consider social norms.
... Gender had also not been widely examined in the research on moral identity. Some research found that there was a difference in moral identity between males and females (e.g., Hardy, 2006, Hardy et al., 2013. Other research found females to be higher on moral identity than males (e.g., Hardy, 2006). ...
... Some research found that there was a difference in moral identity between males and females (e.g., Hardy, 2006, Hardy et al., 2013. Other research found females to be higher on moral identity than males (e.g., Hardy, 2006). Other studies have not found any gender difference (e.g., Aquino & Reed, 2002). ...
... This result is supported by previous studies that have not found any gender difference in moral identity (e.g., Aquino & Reed, 2002). The result of this study comes inconsistent with some research studies, which found that there was a difference in moral identity between males and females (e.g., Hardy, 2006, Hardy et al., 2013. Other research studies found that females had higher levels of moral identity than males (e.g., Hardy, 2006). ...
... We recognize that identification is not necessarily desirable, especially in instances where the identification is objectionable (e.g., Adolph Hitler or Antebellum slaveholders) or simply impossible due to incomparability of experiences (e.g., Holocaust victims or African American slaves). However, we assert that identity and empathy are closely related constructs (Hardy, 2006;Hunt, 2006) and that empathy does not disable one's ability to maintain a sense of being different from the people one is empathizing with (Hoffman, 2000). We support the perspective taken by Retz (2013), who applied the philosophy of Collingwood (1994) and the hermeneutics of Gadamer and Weinsheimer (2006) to portray temporal difference not as an obstacle to overcome but as a "field of energy" (p. ...
... Future research might examine historical empathy's potential to impact prosocial civic behavior as an extension of the process students engage in when using historical empathy to understand the past as a classroom-based exercise. Research shows that prosocial identity and empathy are related to prosocial behavior, and scholars in psychology and philosophy have been intently examining these in conjunction with moral identity (Hardy, 2006). It would be valuable to know more about the role that identity (not identification) plays in students' engagement in historical empathy and how that might transfer to prosocial behavior. ...
... Moral identity stands here in respect of predicting adolescent ethical behavior. It is an important source of moral motivation and leads to greater coherence between adolescent moral principles and actions (Aquino & Reed, 2002;Bergman, 2004;Blasi, 2004;Hardy, 2006;Hardy & Carlo, 2005). For example, a stronger sense of moral identity predicts a higher level of volunteerism (Aquino & Reed, 2002), perceptual and reflexive moral attention (Reynolds, 2008), empathy (Detert et al., 2008), and other forms of prosocial behavior (Hardy, 2006;Sage et al., 2006). ...
... It is an important source of moral motivation and leads to greater coherence between adolescent moral principles and actions (Aquino & Reed, 2002;Bergman, 2004;Blasi, 2004;Hardy, 2006;Hardy & Carlo, 2005). For example, a stronger sense of moral identity predicts a higher level of volunteerism (Aquino & Reed, 2002), perceptual and reflexive moral attention (Reynolds, 2008), empathy (Detert et al., 2008), and other forms of prosocial behavior (Hardy, 2006;Sage et al., 2006). Higher moral identity and self-esteem yielded lower rate of aggression (Barriga et al., 2001); a reduction in unethical behavior such as liars and academic misconduct (Reynolds &Ceranic, 2007); separation (Deter et al., 2008), and lower out group persecution tendencies (Reed & Aquino, 2003). ...
Abstract
This study examined the role of attachment style and moral identity in ethical behaviour among adolescent students. A total of 666 adolescents were selected from six (6) secondary schools in Nsukka. They comprised 365 male students (54.8%) and 301 female students (45.2%).Their ages ranged from 13 to 17 years with mean age of 15.4 (SD = 1.230). Results of the analysis revealed that mother trust/communication significantly and positively related to ethical behaviour (β = .27, p = .005). Mother alienation significantly and negatively related to relativism domain of ethical behaviour (β = -.12, p = .005). Father’s alienation significantly and negatively related to idealism domain of ethical behaviour (β = -.08, p = .005). Peer’s trust/communication significantly and positively related to relativism domain of ethical behaviour (β = .09, p = .005). Peer’s alienation significantly and negatively related to relativism domain of ethical behaviour (β = -.18, p = .005). The results also showed that moral self significantly and positively related to idealism domain of ethical behaviour (β = .08, p < .005). Moral integrity did not determine idealism and relativism domains of ethical behaviour. In attachment style, mother attachment is the highest contributors to the development of ethical behaviour followed by father and then peer; while moral self-play major role in moral identity in development of individual’s ethical behaviour.
... Other studies also argue that the moral self is essential for moral and prosocial actions. However, the processes responsible for this are not yet clear [3,19,20]. Children evaluate moral conflicts in their everyday lives based on internalised moral values. This evaluation may be influenced by different needs, norms, and orientations. ...
... Further research could analyse characteristics associated with the special educational needs in emotional-social development in relation to moral development. Studies also argue that the moral self [3,20], parenting [74], and children's self-regulatory skills [75] are essential for moral and prosocial actions. In addition to the analysed constructs in predicting moral self, all three constructs are shown to be predictors of moral and prosocial behaviour in independent studies. ...
The moral self is increasingly being debated in research, i.e., what causes children to internalise and evaluate the importance of certain moral values. The aim of the present study is to analyse associations between parental warmth and harsh parenting, temperamental self-regulation (inhibitory control and impulsivity), and the moral self in middle childhood. A total of 194 (n = 52 children with special educational needs in emotional-social development) six-to eleven-year-old children (Mage = 8.53, SDage = 1.40) and their primary caregivers (Mage = 40.41, SDage = 5.94) participated in this cross-sectional questionnaire study. Parental warmth and impulsivity were associated with the moral self. Impulsivity mediated the relationship between harsh parenting as well as parental warmth and the moral self. Results are discussed in terms of their relevance to social information processing theory. The importance of parenting and temperamental self-regulation is discussed as implications that may in turn strengthen children's moral selves.
... Numerous empirical investigations have shown that there is a strong and positive association between moral identity and prosocial behaviour [46,56]. In addition, the study indicated that those who had a strong sense of their own moral identity were more likely to participate in acts of charity and contribute more money than those who did not have a strong sense of their own moral identity [58,59]. As a consequence of this, the outcomes of this research suggest that moral identity might be used in order to explain moral behaviour [58]. ...
... In addition, the study indicated that those who had a strong sense of their own moral identity were more likely to participate in acts of charity and contribute more money than those who did not have a strong sense of their own moral identity [58,59]. As a consequence of this, the outcomes of this research suggest that moral identity might be used in order to explain moral behaviour [58]. Research carried out by Ding et al. indicates that having a moral identity might boost the impact of moral elevation, which in turn motivates prosocial behavior [53]. ...
The Movement Control Order (MCO) enacted during the COVID-19 pandemic has profoundly altered the social life and behaviour of the Malaysian population. Because the society is facing huge social and economic challenges that need individuals to work together to solve, prosocial behaviour is regarded as one of the most important social determinants. Because it is related with individual and societal benefits, participating in prosocial activities may be a major protective factor during times of global crisis. Rather than focusing only on medical and psychiatric paradigms, perhaps all that is necessary to overcome the COVID-19 risks is for individuals to make personal sacrifices for the sake of others. In reality, a large number of initiatives proven to be beneficial in decreasing viral transmission include a trade-off between individual and collective interests. Given its crucial importance, the purpose of this concept paper is to provide some insight into prosocial behaviour during the COVID-19 period. Understanding prosocial behaviour during the COVID-19 pandemic is crucial because it may assist in the establishment of a post-COVID society and provide useful strategies for coping with future crises.
... Algunas publicaciones presentan la empatía y la CP dentro de un tipo de relación como la amistad o las relaciones de pareja, donde la empatía, entre otros elementos como la identidad o el razonamiento moral, es un elemento predictor de la CP hacia los demás en las relaciones (Hardy, 2006;Maner y Gailliot, 2007). Otros autores afirman que la CP se produce por un proceso de aprendizaje (Barry y Wentzel, 2006). ...
... Se han encontrado estudios que presentan cómo repercute la empatía sobre la CP durante diferentes etapas del ciclo vital, donde los estilos parentales son de vital importancia en las primeras fases de la vida para un crecimiento óptimo y con ello un desarrollo del razonamiento moral adecuado, el cual es preciso para ejercer la CP (Hardy, 2006). Se han encontrado estudios que sostenían argumentos que la CP, al igual que muchas otras conductas, se adquirían mediante el aprendizaje social o incluso que se desarrolla al alcanzar cierto estadio localizado en torno a los 5 años, lo cual no es incompatible con el resto de estudios expuestos con anterioridad. ...
Resumen: El objetivo principal del presente trabajo es determinar, mediante una revisión de la literatura, la forma de interactuar que se da entre la Empatía, la Conducta Prosocial y la Felicidad, siendo estas tres variables de gran relevancia dentro de la Psicología y fundamentales para el buen estado de la sociedad y las personas que la conforman. Los resultados obtenidos apuntan a que la relación entre la Empatía, la Conducta Prosocial y la Felicidad existe, siendo esta significativa, además de directa. En futuros estudios se investigará la posibilidad de que exista una relación bidireccional entre la Conducta Prosocial y la Felicidad, siendo la Empatía una variable mediadora en esta relación. Abstract: The main objective of this work is to determine, through a review of the literature, the way of interacting that occurs between Empathy, Prosocial Behavior and Happiness, being these three variables of great relevance within the Psychology and fundamental for the good state of society and the people that make it up. The results obtained suggest that the relationship between Empathy, Prosocial Conduct and Happiness exists, being this significant, as well as direct. Future studies will investigate the possibility of a bidirectional relationship between Prosocial Behavior and Happiness, with Empathy being a mediating variable in this relationship. Introducción Un diagnóstico de la actualidad muestra que nos encontramos en un contexto de cambio constante caracterizado por la presencia de la globalización, la inequidad, el individualismo, la competitividad, el interés por la innovación, la importancia de las relaciones de poder en las organizaciones y grupos, diferentes formas de mostrar las
... In the process of developing empathy, college students are able to understand others' emotions, needs, and situations more deeply [45]. This emotional resonance promotes the internalization of social moral norms, transforming moral behavior into a conscious action that arises from one's inner identity rather than external constraints [46,47]. Additionally, cognitive neuroscience research has found that empathy is closely related to brain regions that activate emotions and cognition, which are also involved in moral judgment and decision making [48,49]. ...
To investigate the impact of empathy on prosocial behavior and the underlying psychological mechanisms among college students, this study surveyed 840 participants using the Empathy Scale, the Prosocial behavior Scale, the Moral Identity Scale, and the Sense of Security Scale. The results revealed that (1) empathy significantly and positively predicted prosocial behavior among college students; (2) moral identity partially mediated the relationship between empathy and prosocial behavior; (3) a sense of security moderated the relationship between moral identity and prosocial behavior. These findings offer important theoretical and practical implications, enriching the theoretical framework and providing educators and students with valuable guidance.
... Prior research shows that while religion can affect career calling, it is often mediated by broader cultural and social contexts. Studies by Hardy (2006) and Duffy & Sedlacek (2010) suggest that religion's influence on career calling varies depending on other social and personal factors. Thus, while there is a mean difference, the findings emphasize that religion's impact on career calling is context-dependent and not always statistically significant. ...
This study explores the variations in career calling among school counselors based on ethno-socio-demographic backgrounds, such as ethnicity, religion, employment status, age, and gender. Utilizing a comparative research design, this study involving 95 school counselors analyzes how these factors influence the level of career calling among counselors. The findings indicate that while there are differences in career calling between groups, these differences are not statistically significant. These results highlight that career calling develops through a complex interaction of intrinsic and extrinsic factors and is not entirely dependent on formal variables such as education or employment. This research makes a significant contribution to the literature on career calling, particularly within the context of school counselor professionalism in Indonesia, and offers valuable insights for the development of more inclusive policies and intervention programs.
... Supporting the hypothesis that marine identity might drive marine citizenship action, identities are implicated in moral responsibility and prosocial behaviour (Hardy, 2006;Schmitt et al., 2019); in proenvironmental behaviours (Freed, 2015;Gatersleben et al., 2014;Stets & Biga, 2003;Whitmarsh & O'Neill, 2010); and in environmental citizenship (Clayton, 2003). The dynamic relationship between action and identity is embedded in the situational context where a behaviour is performed (Bandura, 2018) and incorporates considerations of not only individual attributes but also societal relations and the wider environment, both natural and anthropogenic (Brown & Westaway, 2011). ...
Challenge 10 of the United Nations Decade of Ocean Science for Sustainable Development (2021–2030) calls for the restoration of society's relationship with the ocean. Research suggests that the relationship people have with marine environments can influence their depth of engagement in marine citizenship action, and the important role for ‘marine identity’ in driving that action. Although identity is well‐researched, marine identity is a concept novel to academia and a baseline understanding is required, both to grasp the scope of the concept, and to support research into its role in transforming the human‐ocean relationship.
Here, a transdisciplinary study, endorsed as a UN Ocean Decade Activity and by the EU Mission Ocean & Waters, brought together a multinational community of marine researchers and practitioners to co‐produce a baseline conceptualisation of marine identity, drawing on photovoice and deliberative methodology. This paper presents the findings of the co‐production process and offers a first introduction in the literature of the multiple variations and formations of marine identity.
We find marine identity to be a complex and multidimensional concept, suffused with individual experiences and understandings of the marine environment, based on social and cultural understandings of the ocean, contemporarily and historically. We present real‐world examples of marine identity to illustrate key themes that were developed through co‐production.
Policy implications: We propose marine identity as a catalyst for understanding existing multifaceted and caring relationships with the ocean, as well as the restoration of society's relationship with the ocean. Marine identity research should, therefore, be prioritised in research seeking to contribute to the UN Ocean Decade Challenge 10, as this will support integration of non‐material values of the ocean into marine planning processes and policy making, enabling effective responses to Challenge 10's emphasis on integrating traditional/cultural ways of knowing and valuing the marine environment, through diverse marine identities. We welcome research efforts that will further develop the marine identity concept and empirically investigate the relationships between marine identity, marine citizenship, and people's relationships with the ocean.
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... Ahlaki kimlik, bireyin kimliği ve kişiliği açısından önemli bir kavramdır. Hardy'e göre, ahlaki değerlerin, ahlaki amaçların ve ahlaki erdemlerin bireyin kimliği üzerinde belirleyici bir etkiye sahiptir (Hardy, 2006). Aquino ve Reed'e göre ise, ahlaki kimlik, bireyin kendini, bir dizi ahlaki özellikler çerçevesinde algılaması ve bu özelliklerin benlik algısını oluşturması olarak tanımlanmaktadır (Aquino & Reed II, 2002). ...
İlahiyat fakültesi öğrencileri, dini eğitim almış bireyler
olarak ahlaki değerlere ve diğerkâm davranışlara önem veren bir
topluluğu oluştururlar. Bu bağlamda, ahlaki kimlikleri ile
diğerkâmlık arasındaki ilişki incelendiğinde, dini eğitimin bu
ilişkide önemli bir etkisi olduğu düşünülmektedir. İlahiyat fakültesi
öğrencileri, dini öğretiler doğrultusunda ahlaki değerlere sahip olma
ve bu değerleri topluma yayma konusunda önemli rol üstlenmeleri
beklenmektedir. Bu da onların ahlaki kimliklerinin içerisinde
diğerkâm davranışlarına olan eğilimlerini artırabilir.Ayrıca, ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile
diğerkâmlık duyguları arasındaki ilişkisi, toplumsal düzeyde de
önemli sonuçlar doğurabilir. Bu öğrencilerin sahip oldukları ahlaki
değerler ve diğerkâm davranışlar, toplumda olumlu bir etki
oluşturabilir ve toplumsal dayanışmayı güçlendirebilir. Dolayısıyla,
ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile diğerkâmlık
arasındaki ilişkinin incelenmesi, toplumsal refahın artırılması ve
insanların daha iyi bir yaşam sürmeleri için önemli bir adım olabilir.
Özellikle sosyal medya gibi platformların etkisiyle bireyler
arasındaki ilişkilerde yüzeysellik ve paylaşımcılığın artması,
öğrencilerin gerçek anlamda diğerkâm olmalarını
engelleyebilmektedir (Genel, 2021). Bu nedenle, ilahiyat fakültesi
programlarında diğerkâm davranışların teşvik edilmesi ve
öğrencilere bu konuda örnek olabilecek uygulamaların gösterilmesi
önem taşımaktadır.
Bu çerçevede ilahiyat fakültesi öğrencilerinin ahlaki
kimlikleri ile diğerkâmlık arasındaki ilişkinin problem durumu,
eğitim kurumlarının dikkat etmesi gereken bir konudur. Çünkü
ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile diğer insanlarla
ilişkileri arasındaki bağlantı, insanın toplum içindeki konumunu ve
etkileşimini belirleyen önemli bir faktör olduğu görülmektedir. Bu
bağlamda, ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri, dini
öğretiler, inanç sistemleri ve etik değerler üzerinde yoğunlaşmaları
nedeniyle diğer insanlarla olan ilişkilerini şekillendiren önemli bir
etkendir.
... Ahlaki kimlik, bireyin kimliği ve kişiliği açısından önemli bir kavramdır. Hardy'e göre, ahlaki değerlerin, ahlaki amaçların ve ahlaki erdemlerin bireyin kimliği üzerinde belirleyici bir etkiye sahiptir (Hardy, 2006). Aquino ve Reed'e göre ise, ahlaki kimlik, bireyin kendini, bir dizi ahlaki özellikler çerçevesinde algılaması ve bu özelliklerin benlik algısını oluşturması olarak tanımlanmaktadır (Aquino & Reed II, 2002). ...
İlahiyat fakültesi öğrencileri, dini eğitim almış bireyler
olarak ahlaki değerlere ve diğerkâm davranışlara önem veren bir
topluluğu oluştururlar. Bu bağlamda, ahlaki kimlikleri ile
diğerkâmlık arasındaki ilişki incelendiğinde, dini eğitimin bu
ilişkide önemli bir etkisi olduğu düşünülmektedir. İlahiyat fakültesi
öğrencileri, dini öğretiler doğrultusunda ahlaki değerlere sahip olma
ve bu değerleri topluma yayma konusunda önemli rol üstlenmeleri
beklenmektedir. Bu da onların ahlaki kimliklerinin içerisinde
diğerkâm davranışlarına olan eğilimlerini artırabilir.Ayrıca, ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile
diğerkâmlık duyguları arasındaki ilişkisi, toplumsal düzeyde de
önemli sonuçlar doğurabilir. Bu öğrencilerin sahip oldukları ahlaki
değerler ve diğerkâm davranışlar, toplumda olumlu bir etki
oluşturabilir ve toplumsal dayanışmayı güçlendirebilir. Dolayısıyla,
ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile diğerkâmlık
arasındaki ilişkinin incelenmesi, toplumsal refahın artırılması ve
insanların daha iyi bir yaşam sürmeleri için önemli bir adım olabilir.
Özellikle sosyal medya gibi platformların etkisiyle bireyler
arasındaki ilişkilerde yüzeysellik ve paylaşımcılığın artması,
öğrencilerin gerçek anlamda diğerkâm olmalarını
engelleyebilmektedir (Genel, 2021). Bu nedenle, ilahiyat fakültesi
programlarında diğerkâm davranışların teşvik edilmesi ve
öğrencilere bu konuda örnek olabilecek uygulamaların gösterilmesi
önem taşımaktadır.
Bu çerçevede ilahiyat fakültesi öğrencilerinin ahlaki
kimlikleri ile diğerkâmlık arasındaki ilişkinin problem durumu,
eğitim kurumlarının dikkat etmesi gereken bir konudur. Çünkü
ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri ile diğer insanlarla
ilişkileri arasındaki bağlantı, insanın toplum içindeki konumunu ve
etkileşimini belirleyen önemli bir faktör olduğu görülmektedir. Bu
bağlamda, ilahiyat fakültesi öğrencilerinin ahlaki kimlikleri, dini
öğretiler, inanç sistemleri ve etik değerler üzerinde yoğunlaşmaları
nedeniyle diğer insanlarla olan ilişkilerini şekillendiren önemli bir
etkendir.
... There were no differences between the two genders, but religion was highlighted in the correlation with Compliant and Anonymous [67]. Hardy (2006) [68] similarly emphasized this outcome in his study involving students (N = 91, Mage = 21.89), where PSB showed a positive correlation with both empathy and prosocial identity. ...
For sustainable educational integration, universities are tasked with the aim of educating specialists who are chosen based on particular criteria in order to promote sustainable development. In the domain of social work, it is crucial to take into account young individuals who express a desire to pursue studies in this field and who have prosocial orientations and tendencies. This research was based on the application of a Prosocial Orientation Questionnaire on a group of 238 students (M—2.4 years, 89.5% female) using questions with a purpose, but also a scale for measuring prosocial tendencies (PTM). The findings regarding the prosocial guidelines highlighted the role of the family in the multidimensional development of prosocial behaviour (PSB), but also the involvement in voluntary activities. The results revealed a high association with the six scales of PTM, with higher values being obtained for three dimensions (Compliant, Dire, Emotional) that show a stronger development. Assessing prosocial orientations and tendencies can help select a career and pursue university courses in the social field. The use of these instruments provides evidence of the effectiveness of PTM in assessing prosocial tendencies and supports the idea that PSB is multidimensional. This is demonstrated by the correlations observed in young individuals pursuing a social career.
... Evidence suggests that the relationship between values and pro-environmental behaviours can, amongst other factors, be mediated by environmental identity (Gatersleben et al., 2014;Whitmarsh and O'Neill, 2010), and this is, therefore, an important factor to investigate for marine citizenship. Identities have been shown to increase sense of responsibility (Schmitt et al., 2019) and can be directly linked to behaviours (e.g., prosocial identities and behaviours in Hardy, 2006). Clayton's Environmental Identity Index (EID) is a practical tool that enables quantification of environmental identity. ...
Changing humanity's relationship with the ocean is identified as one of ten key challenges in the UN Decade of Ocean Science for Sustainable Development (2021–2030). Marine citizenship is one potential policy approach for reducing anthropogenic harms to the ocean and promoting ocean recovery, and there is a need to better understand marine citizenship motivating factors and their interactions. To contribute to a more holistic understanding, we approached this problem using an interdisciplinary, mixed methodology, which prioritised the voices and experiences of active marine citizens. An online survey and semi-structured interviews were conducted to examine factors spanning environmental psychology (values, environmental identity) and human geography (place attachment and dependency). Our data uncovered a unique marine place attachment, or thalassophilia, which is a novel conceptualisation of the human capacity to bond with a type of place beyond human settlements or defined localities. It is the product of strong emotional responses to the sensorial experience of the ocean and shared social or cultural understanding of ocean place identifications. A key driver of deeper marine citizenship is marine place dependency, and it is positively influence by stimulation and non-conformity values, environmental identity, and thalassophilia. We map significant motivating factors to identity process theory and describe a novel marine identity concept. We propose this as an operational mechanism of marine citizenship action, potentially filling the value- and knowledge-action gaps in the context of marine environmental action. This research provides a cornerstone in marine citizenship research by analysing together in one study a multitude of variables, which cross human-ocean relationships and experiences. The identification and characterisation of thalassophilia and marine identity process theory will enable research and practice to move forwards with a clearer framework of the role of the ocean as a place in environmental action.
... The centrality of moral values in self-representation is what defines a moral identity. Human beings' need to preserve the integrity of identity is what makes moral identity a strong internal motivator of moral action (Aquino et al., 2009;Blasi, 1983;Frimer et al., 2011;Hardy, 2006;Hertz & Krettenauer, 2016;Krettenauer, 2020;Lefebvre & Krettenauer, 2019). ...
Since the emergence of the field of moral identity, different theoretical and methodological perspectives have been developed, showing that it is a complex phenomenon that manifests itself and can be defined in different ways. Most such studies have defined and investigated moral identity as a generalized self-schema around moral traits. This perspective analyzes moral identity on a macro-scale of analysis. Despite its importance, to broaden the comprehension of moral identity, it is necessary to apprehend and investigate moral identity from other perspectives, being able to capture its functioning in a more detailed and in-depth way, comprising its nuances and complexity. From an integrative reading, the present article systematizes some perspectives on moral identity and proposes that moral identity can be defined as a system of self-representations centrally integrating moral values. Such proposition is synthesized in three premises that may constitute parameters for studies aimed at exploring moral identity from this perspective: (a) identity is constituted by different self-representations that can integrate moral values in different ways; (b) when this integration occurs in different self-representations, this confers regularity, consistency, and, therefore, can be an indicator of the centrality of these values in the system of self-representations; (c) when such moral values are coordinated with other values (moral and non-moral), it configures a coherent system of values that organizes the system of self-representations that constitute the identity, indicating its centrality to the subject.
... Adolescence is a time when morality integration and new moral identities develop (Hardy et al., 2014). Hardy (2006) stated that the moral identity that begins to develop in adolescence will continue to develop with age. Therefore, it is possible that the research participants do not yet have a fully developed moral identity. ...
This study aims to analyze the factors influencing peer attitudes towards students with special educational needs and disabilities (SEND), seen from the role of moral identity, empathy, age, and gender. This study uses a quantitative approach with a non-experimental method of cross-sectional design. The respondents were 288 Indonesian students aged 18-25(M = 19.67 years, SD = 1.23), with 62.9% female and 37.1% male. The instrument used was a questionnaire distributed via social media, and the data was analyzed by correlation analysis, ANOVA, and SEM. The results showed that age did not correlate with attitudes towards college students with SEND. There is no difference between male and female students. Moral identity was negatively associated with negative attitudes towards college students with SEND, both in total, affective, cognitive, and behavioral dimensions. The dimensions of fantasy, perspective-taking, and empathic concern can mediate the relationship between the two. The results of the study provide implications for increasing positive peer attitudes towards college students with SEND by encouraging the development of moral identity and empathy.
... Bu yüzden de kavramsal açıdan, ait olunan etnik, dini, cinsel ya da politik özelliklerle değil; bireye ait olan ahlaki özelliklerle açıklanmaya çalışılmaktadır (Yılmaz ve Yılmaz, 2015). Bu doğrultuda ahlaki kimlik, bir bireyin kimliği açısından, ahlaki değerlerin, ahlaki amaçların ve ahlaki erdemlerin ne denli önemli olduğuyla ilgilidir (Hardy, 2006). Ahlaki kimlik, bir dizi ahlaki özellikler çerçevesinde oluşturulmuş benlik algısıdır (Aquino ve Americus, 2002). ...
Ahlaki kimlik, bireylerin duygu, düşünce ve davranışları etkileme konusunda ciddi bir potansiyele sahip benlik algısıdır. Araştırmanın amacı, spor bilimleri fakültesinde öğrenim gören öğrencilerin ahlaki kimlik düzeylerini saptamak ve öğrencilerin ahlaki kimlik düzeylerini yaş, cinsiyet, bölüm ve sınıf değişkenleri açısından karşılaştırmaktır. Araştırma, Gazi Üniversitesi Spor Bilimleri Fakültesi’nde 1.,2.,3.ve 4. sınıfta öğrenim gören 166 öğrenciyi kapsamaktadır. Araştırmada nicel araştırma yöntemlerinden tarama deseni kullanılmıştır. Verilerin toplanmasında, Kişisel Bilgi Formu ile Yılmaz ve Yılmaz (2015)’ın Ahlaki Kimlik Ölçeği kullanılmıştır. Verilerin analizinde, frekans, aritmetik ortalama, standart sapma; Pearson Moment Korelasyon, bağımsız örneklemler için t-testi, tek yönlü varyans analizi (ANOVA), Post-Hoc test istatistikleri (Tukey HSD) analizi tekniklerinden yararlanılmıştır. Araştırmaya katılan öğrencilerin Ahlaki kimlik ölçeği’nin alt boyutları olan içselleştirme ve sembolleştirme boyutları ile yaş değişkeni arasında, negatif yönde düşük düzeyde anlamlı farklılık tespit edilmiştir. Cinsiyet değişkenine göre, içselleştirme düzeyinin kadınların lehine anlamlı düzeyde yüksek olduğu saptanmıştır. Sınıf değişkenine göre, 4.sınıf öğrencilerinin içselleştirme ve sembolleştirme düzeylerinin 1.,2.,3. sınıf öğrencilerine kıyasla anlamlı şekilde düşük olduğu saptanmıştır. Yaş arttıkça içselleştirme ve sembolleştirme düzeylerinde düşüş olduğu söylenebilir. Kadınların içselleştirme boyutunda erkeklere göre anlamlı düzeyde yüksek farklılığa sahip olmasının kaynağı olarak, kadınların kendi zihinlerinde oluşturduğu ahlaki şemaları daha güçlü benimsemiş olmaları gösterilebilir. Sınıf değişkeni açısından içselleştirme ve sembolleştirme düzeylerinin
4.sınıf öğrencilerinde anlamlı düzeyde düşük olması, onların mezuniyet sonrasında hayata atılma stresinden kaynaklandığı düşünülmektedir.
... Bu yüzden de kavramsal açıdan, ait olunan etnik, dini, cinsel ya da politik özelliklerle değil; bireye ait olan ahlaki özelliklerle açıklanmaya çalışılmaktadır (Yılmaz ve Yılmaz, 2015). Bu doğrultuda ahlaki kimlik, bir bireyin kimliği açısından, ahlaki değerlerin, ahlaki amaçların ve ahlaki erdemlerin ne denli önemli olduğuyla ilgilidir (Hardy, 2006). Ahlaki kimlik, bir dizi ahlaki özellikler çerçevesinde oluşturulmuş benlik algısıdır (Aquino ve Americus, 2002). ...
... However, moral identity for some reason has yet to be sufficiently studied (Mazzone, Camodeca, & Salmivalli, 2016;Poyhonen, Juvonen, & Salmivalli, 2010). Although some studies have used variables related to morality, they generally have not addressed how moral identity interacts with self-efficacy (Hardy 2006). When considering the theories of Gibs (2019), Kohlberg, and Piaget, people who develop high moral identity skills have been emphasized to be able to respond to social events and circumstances more sensitively. ...
The primary purpose of this study is to design a model that examines the mediating role of moral identity in the effect of self-efficacy on stress, depression, and anxiety. For this purpose, the researcher applied three scales to 366 students enrolled in state universities on the Anatolian side of Istanbul. The data analysis used parametric tests, correlation tests, structural equation models, and Bayesian reliability analyses. Based on the results from the structural equation modeling analysis, the variable of moral identity was found to have a significant effect on the positive impact to self-efficacy on psychological problems. Therefore moral identity has been concluded to be able to help reduce the effects of stress, depression, and anxiety.
... Moral identity is an integrated concept of self and ethics [13]. Moral identity is affected by individual and contextual factors, at the individual level, variables, such as personality and cognitive development can affect the evolution of moral identity [14] and attachment styles are one of these factors [15]. Moral emotions may be rooted in early emotional experiences with attachment figures [15,16]. ...
Background and Objectives: Human is a social beings and interpersonal relationships are behavioral characteristics affected by several components. This study aimed to examine the relationship between attachment style, and interpersonal relationship with the mediating role of moral identity. Methods: In this study, 200 residents of West Azerbaijan Province, Iran in 2022 were selected by convenience method and completed online attachment style, interpersonal relationship, and moral identity questionnaires. Results: The results of Pearson coefficient and path analysis with SPSS software, version 24 and Amos software showed that secure attachment style has a positive effect on the interpersonal relationship with mediating of moral identity, avoidant and anxious attachment styles have a negative effect on the interpersonal relationships with the mediating of moral identity (P<0.001). Conclusion: According to the results, attachment styles can affect interpersonal relationships, and moral identity is also affected.
... Regarding the MSC, there is ample evidence showing relations with prosocial behavior in adults (Aquino & Reed, 2002;Hardy, 2006;Hertz & Krettenauer, 2016). The relation between the MSC and prosocial behavior in children is less studied: Kochanska et al. (2010) assessed children's internalization of rules at 25, 38 and 52 months, MSC with a puppet-interview at 67 months, and adaptive functioning by parent and teacher rating at 80 months. ...
... When all variables in the ANOVA with repeated measurements are controlled for age and gender, no significant effects are found (Table 3). These findings are not consistent with the current body of research describing moral identity, CU-traits, and externalizing behavior problems to the detriment of boys (Bleyer et al., 2017;Fragkaki et al., 2016;Hardy, 2006;Hardy et al., 2014;Koglin & Petermann, 2012;Moylan et al., 2010). ...
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.
... A variety of studies have described moral identity as a kind of self-regulatory mechanism that motivates commitments and actions, such as charitable giving and helping behaviors (e.g. Aquino et al., 2009;Aquino & Reed, 2002;Hardy, 2006) and concern for the well-being of out-group members (Giacalone et al., 2016). Pratt et al. (2009) emphasized that moral identity is linked to community service involvement and protection behavior. ...
Drawing on self-regulation theory, we developed and tested a model to investigate the positive correlation between socially responsible human resource management (SRHRM) and employee workplace green behavior (WGB). We tested and found support for our theoretical model using multi-wave studies within one organization and across multiple organizations. Based on a sample of 261 employees from a food chain company (Study 1) and 259 employees from 43 organizations (Study 2), we identified a direct relationship between SRHRM and employee WGB and an indirect relationship mediated by learning goal orientation and moral identity. Additionally, coworker support moderated the effects of SRHRM on learning goal orientation and moral identity. These conclusions provide a new entry point for exploring why SRHRM affects employee WGB.
... Human beings possess moral beliefs, virtues, and values. When moral virtues are integral to an individual's identity, there is motivation to act in accordance with a moral sense (Hardy, 2006). Thus, when virtues such as "helping others" and "integrity and kindness" form the core of one's identity, a stronger sense of responsibility ensues, and a desire to remain consistent with these virtues and act according to moral norms emerges. ...
Helping behavior are actions aiming at assisting another individual in need or to relieve their distress. The occurrence of this behavior not only depends on automated physiological mechanisms, such as imitation or emotional contagion, that is, the individual's emotion and physiological state matching with others, but also needs motivation to sustain. From a comparative and developmental perspective, we discover that the motivation for helping behavior has a deep foundation both phylogenetically and ontogenetically. For example, empathic concern for others, relieving personal distress and the desire for social contact are universal motivations across rodents, non-human primates and human early childhoods. Therefore, a circle-layered model integrating evidences for motivation for helping behavior from rodent to human early childhood research is proposed: the inner circle contains the emotional-behavioral system and the outer circle contains the affective-cognitive system. The application of this model has significance for both behavioral neuroscience research and cultivating prosocial behavior in human society.
... In other words, moral identity as a source of moral motivation connects moral judgment with moral action (21). Therefore, when moral virtues are important for a person's identity, this creates motivation to behave in accordance with the person's moral feeling (22). The moral identity model has two dimensions of internalization and symbolization. ...
... Outcomes of MI include altruism actions (Aquino & Reed, 2002;Hardy, 2006), moral emotions (Stets & Carter, 2011), concern for outgroup members (Hardy et al., 2010), ethical leadership , and transformational leadership (Aquino & Reed, 2002). ...
Unethical organizational behavior can be extremely costly. While generating many of the same costs associated with unethical organizational behavior, unethical pro-organizational behavior poses a unique challenge. It suggests that there is a “dark side” to constructs thought to be productive, like organizational identification. Recent research suggests that individuals who identify highly with their organization are more likely to engage in unethical pro-organizational behavior and that moral disengagement mediates this relationship. Based on a sample of 281 professional engineers, this study attempts to validate these findings by testing a proposed theoretical model in which organizational identification is positively associated with unethical pro-organizational behavior and in which moral disengagement mediates this relationship. It also proposes two boundary conditions not yet examined in this context – professional identification and work engagement – and it further examines moral identity as a boundary condition. The study’s findings call into question previous findings that organizational identification by itself predicts unethical pro-organizational behavior. It validates previous findings of a significant relationship between moral identity and moral disengagement and a significant relationship between moral disengagement and unethical pro-organizational behavior. It also provides the first empirical evidence of a significant relationship between work engagement and moral disengagement. While pointing to variables that practitioners can manipulate to mitigate the risk of unethical pro-organizational behavior, the study highlights the complexity of predicting and responding to the dark side of organizational identification and suggests further research.
... . Furthermore, affective aspects of moral psychology, such as empathy, also play fundamental roles in promoting moral motivation (Eisenberg & Fabes, 1990). Particularly, empathic concern, concern about others' pain and wellbeing, has been reported to promote moral motivation to help others (e.g., Decety & Yoder, 2016;Hardy, 2006). Thus, to be able to understand how to promote moral motivation effectively through moral education, it is necessary to examine the diverse sources of moral motivation. ...
In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were deemed to predict the outcome variables significantly. The main effect of relatability as well as its interaction with attainability positively predicted elevation and pleasantness. We discussed educational implications of the findings in terms of how relatability may be the first point of emphasis for moral educators to focus on and attainability can then bolster the effectiveness. These relatable and attainable moral exemplars can be sources for moral elevation and pleasantness, which promote motivation to emulate moral behavior presented by the exemplars.
... . Furthermore, affective aspects of moral psychology, such as empathy, also play fundamental roles in promoting moral motivation (Eisenberg & Fabes, 1990). Particularly, empathic concern, concern about others' pain and wellbeing, has been reported to promote moral motivation to help others (e.g., Decety & Yoder, 2016;Hardy, 2006). Thus, to be able to understand how to promote moral motivation effectively through moral education, it is necessary to examine the diverse sources of moral motivation. ...
In the present study, we examined how the perceived attainability and relatability of moral exemplars predicted moral elevation and pleasantness among both adult and college student participants. Data collected from two experiments were analyzed with Bayesian multilevel modeling to explore which factors significantly predicted outcome variables at the story level. The analysis results demonstrated that the main effect of perceived relatability and the interaction effect between attainability and relatability shall be included in the best prediction model, and thus, were deemed to predict the outcome variables significantly. The main effect of relatability as well as its interaction with attainability positively predicted elevation and pleasantness. We discussed educational implications of the findings in terms of how relatability may be the first point of emphasis for moral educators to focus on and attainability can then bolster the effectiveness. These relatable and attainable moral exemplars can be sources for moral elevation and pleasantness, which promote motivation to emulate moral behavior presented by the exemplars.
... The moderator role of moral identity Moral identity refers to a self-schema organized around some moral traits, and it is the degree of individual recognition of moral characteristics such as caring, loyalty, kindness, fairness, and justice, which is the integration of self-identity and moral concepts (He and Harris, 2014). Moral identity will significantly affect the realization process of individuals in turning moral beliefs into practical actions (Hardy, 2006). So, moral identity is considered a personal trait, which has been regarded as a moderating variable to describe individual differences (Aquino and Reed, 2002;Shao et al., 2008). ...
Introduction
In recent years, employees’ unethical pro-organizational behavior (UPB) has become a social hot issue. This behavior benefits their organization or colleagues while violating core social ethics. Numerous studies have predominately focused on identifying the antecedents and formation mechanisms of UPB. However, only a few studies have focused on the effects and outcomes of UPB. Moreover, guilt triggered by unethical behaviors can motivate individuals to adopt pro-social behaviors, but studies on the effects of UPB on pro-social behavior of actors are rather limited. Therefore, this study explores the underlying relationship between employees’ UPB and their own pro-environmental behavior based on the conservation of resources theory.
Methods
Through collecting data (N = 319) from a Chinese online survey company in different time intervals, the theoretical model was tested by the application of Amos 27.0 and SPSS 25.0 for analysis of the data. The CFA, descriptive analysis, hierarchical regression were illustrated in the article.
Results
This study demonstrated that, through emotions of guilt, employees’ UPB is negatively correlated with their own environmental protection act. While this relationship is being examined, moral identity plays this mediating role, which can moderate the indirect relationship between employees’ UPB and their environmental behavior through guilt.
Discussion
The purpose of the research was to identify the influence mechanisms that contribute to employees’ pro-organizational but unethical behavior. With guilt serving as the mediating variable and moral identity serving as the moderating variable, a research model built on the principle of the conservation of resources theory was constructed. This research examines the impact mechanism and boundary conditions of UPB on individual pro-environmental behaviors from the perspective of employees. This paper discusses the theoretical and practical implications of the report’s results.
... The intrinsic dimension viewpoint of religiosity argues that humans rely on timeinvariant forms of ascetic morality and do not increase or reduce their religiousness based on extrinsic needs (Middleton and Putney 1962;Salsman et al. 2005;Hardy 2006;Vitell et al. 2009). Furthermore, this perspective argues that religious individuals are highly morally conscious of the value implications of their actions to the overall society (Geyer and Baumeister 2005;Salsman et al. 2005;Vitell et al. 2009). ...
This paper examines how individual religiosity at the top level of organizations affects the quality of their disclosure practices, as measured by the readability of annual reports. Our paper extends the recent accounting and finance literature that moves away from a location-based measure to an individual-based measure for capturing the effect of religiosity. Our findings suggest that the individual religiosity of C-suite executives matters in corporate decision-making and has positive implications for the quality of corporate disclosure practices, as reflected by more readable reports. This main finding is primarily driven by the religiosity of CEOs. Additional findings also suggest that the effect of religiosity is not solely driven by the religious denomination of the majority group within a given location-based setting. Previous research using religiosity proxies based on the majority religion in the locale of firms’ headquarters may have measurement issues that disguise the effect of religiosity. This issue is particularly problematic when CEOs or other executives participate in minority religious denominations. Overall, our paper finds that CEO religiosity is an important attribute that affects the overall quality of business practice.
... A holistic approach is needed to cover the motivational issues in prosocial behavior. As supposed previously, it is probably a combination of three sources: moral identity, moral reasoning and moral emotions (Hardy & Carlo, 2005;Hardy, 2006). In this regard, Darnell et al.'s (2019) contribution appears to be promising because their approach is based on virtue ethics. ...
The aims of our study were to investigate the longitudinal paths of relations between prosocial moral reasoning, prosocial behavior and life meaningfulness in young adolescents. Data were collected at four timepoints (T1-T4) over 5 years using a prosocial behavior questionnaire (Roche & Sol, 1998), a questionnaire on prosocial moral reasoning (PRM) (Carlo, Eisenberg, & Knight, 1992), a revised version of the noo-dynamics test (Popielski, 1991), and the Life Meaningfulness Scale (Halama, 2002). The research sample consisted of 351 participants (49.30% female, M age = 11.93; SD =.43) in the first phase (T1-T2), and 343 students (41.6% females; M age = 14.65; SD =.57) participating in the second phase (T3-T4). Path model 1, which included relations between prosocial moral reasoning (T1, T2), self-reported prosocial behavior (T1, T2) and salutogenic noo-dynamics (Popielski, 1991), has not found the necessary support in the data. However, path model 2, which included relations between prosocial moral reasoning (T3, T4), self-reported prosocial behavior (T3, T4) and life meaningfulness (Halama, 2002) in adolescents aged 14-15 years old, shows a good fit to the data.
... Ahlaki anlayışın kişisel sorumluluk süzgecinden geçtikten sonra ahlaki davranışa dönüştüğü, ahlaki sorumluluğun ise kişinin kimliği ve kendiyle ilgili algısıyla ilintili olduğu belirtilmektedir (7). Ahlaki yaklaşım odaklanmaya ve ahlaki duyguların rehberlik etmesine yardımcı olmakta; bu süreçte ortaya çıkan ahlaki duygular da ahlaki davranışın ortaya çıkmasını sağlayan bir kıvılcım görevini üstlenmektedir (9). Eğer bireyin kimliğinde ahlaki değerlerin önemi fazlaysa, yani birey ahlaki kimliğe sahipse, ahlaki davranış gösterme ihtimalinin artması beklenmektedir (6). ...
Z Aim: This study aimed to assess the relationship between health and food needs of individuals hear that moral identity and machiavellia-nizm tendency in COVID-19 Global Outbreak process. Material and Method: The data obtained from the questionnaire was analyzed with the IBM SPSS 24.0 package program. Analyzes performed are descriptive statistics, as well as explanatory factor analysis, correlation and regression analysis, and t-Test, Mann Whitney-U and variance analysis (ANOVA). The reliability values obtained for the Moral Identity Scale, Machiavellian Approach Scale and Pandemi Needs Scale are 0.83, 0.82 and 0.67, respectively. Results: It has been seen that moral identity and tendency of Machi-avelism do not differ according to age and marital status, but differ according to occupational groups. It is also among the findings that the moral weakness in the moral identity and the tendency of Machi-avelism are effective in meeting the healthcare and food needs that arise during the epidemic process. Conclusion: The adoption of moral identity and the creation of correct moral codes seem to have implications for the public health crisis. Amaç: Bu çalışmada COVID-19 Küresel Salgını sürecinde bireyle-rin duyduğu sağlık ve gıda ihtiyacının, ahlaki kimlik ve makyavelizm eğilimiyle ilişkisini değerlendirmek amaçlanmıştır. Materyal ve Metod: Anket formundan elde edilen veri, IBM SPSS 24.0 paket programı ile analiz edilmiştir. Yapılan analizler, tanım-layıcı istatistiklerin yanı sıra açıklayıcı faktör analizleri, korelasyon ve reresyon analizleri ile t-Testi, Mann Whitney-U ve varyans anali-zidir (ANOVA). Ahlaki Kimlik Ölçeği, Makyavelist Yaklaşım Ölçeği ve Salgın İhtiyaçları Ölçeği için elde edilen güvenilirlik değerleri sırasıyla 0,83, 0,82 ve 0,67 şeklindedir. Bulgular: Ahlaki kimliğin ve makyavelizm eğiliminin yaşa ve medeni duruma göre farklılaşmadığı, ancak meslek gruplarına göre farklı-laştığı görülmüştür. Salgın sürecinde ortaya çıkan sağlık hizmeti ve gıda ihtiyacının karşılanması noktasında ahlaki kimlik içindeki ah-laki zayıflık ile makyavelizm eğiliminin etkili olduğu da elde edilen bulgular arasındadır. Sonuç: Ahlaki kimliğin benimsenmesi ve doğru ahlaki kodların oluşturulmasının toplum sağlığı krizi sürecinde de etkileri olduğu görülmektedir.
Ziel dieser Dissertation ist die differenzierte Erforschung verschiedener Konstrukte der Selbstregulation sowie die Untersuchung von Verhaltensproblemen im Kontext der Moralentwicklung und die Überprüfung eines Messinstruments zur Erfassung moralischer Konstrukte im Kindesalter. Zunächst wurde ein systematisches Review, einschließlich einer Meta-Analyse, durchgeführt. Die anschließenden empirischen Analysen basieren auf Quer- (Npilot = 194, NT1 = 348) und Längsschnittdaten (NT2 = 189) von Grundschulkindern und deren Sorgeberechtigten. Die moralische Entwicklung in der mittleren Kindheit ist komplex und wird von verschiedenen Faktoren beeinflusst. Diese Arbeit hebt die Rolle der Selbstregulation, insbesondere der Emotionsregulation, hervor und betont die Bedeutung einer differenzierten der Konzepte. Darüber hinaus verdeutlicht die Arbeit die Notwendigkeit eines validen Messinstruments zur Erfassung differenzierter moralischer Konstrukte. Sie zeigt auf, dass sowohl zu niedrige als auch zu hohe moralische Vorstellungen mit Verhaltensproblemen assoziiert sein können.
Emotional intelligence is essential in customer experience because it allows us to engage with clients on a level that is more intimate and personal. It’s additionally about addressing their issues; comprehending their emotions, recognising their sentiments, and ultimately demonstrating that we truly care for them.
Background: Adolescence is a critical period for the onset of risky behaviors, including antisocial behavior. Antisocial behavior, which peaks during adolescence, is costly to both society and the individual, hindering positive adolescent development. The consequences of adolescent antisocial behavior negatively impact not only society but also all those who interact with the individual. Understanding adolescent risk-taking and recognizing that antisocial behavior is a normal part of adolescence can make it easier to identify and prevent such behaviors.
Objective: The present study aimed to investigate the mediating role of vengeful tendencies in the relationship between moral identity and effortful control with antisocial behaviors in adolescents in Shiraz, Iran.
Method: The statistical population included all high school students. A sample of 567 participants was selected using a multistage cluster random sampling method. The questionnaires of moral identity (Aquino & Reed, 2002), effortful control (Ellis & Rothbart, 2001), vengeful tendencies (Flores-Camacho et al., 2022), and antisocial behaviors (Burt & Donnellan, 2009) were distributed among the participants. The proposed model was evaluated using path analysis.
Results: The findings revealed that the direct path coefficients from effortful control to antisocial behavior, effortful control to vengeful tendencies, vengeful tendencies to antisocial behavior, and moral identity to vengeful tendencies were significant. However, the path coefficient from moral identity to antisocial behavior was not significant. Furthermore, regarding the indirect paths, the findings indicated that vengeful tendencies was significant in the relationship between moral identity and antisocial behavior and between effortful control and antisocial behavior.
Conclusion: Therefore, it is recommended to consider educational programs focusing on strengthening moral identity and effortful control and reducing vengeful tendencies to prevent antisocial behavior of teenagers.
Although prior work has characterized creativity as a primarily agentic endeavor, we diverge from this perspective and argue for agentic and communal pathways to creativity that offer unique advantages to each gender. We draw from social role theory to predict that risk-taking and empathic tendencies—as agentic and communal mechanisms, respectively—help explain how gender influences creativity. We also identify contextual moderators that can strengthen the communal pathway—predicting a more positive relationship between empathic tendency and creativity as well as a stronger indirect effect via empathic tendency when the tasks demand perspective-taking and when usefulness is explicitly incorporated in creativity assessment. With a meta-analysis of 753 independent samples (265,762 individuals), we find support for a communal pathway (i.e., women are creative via empathic tendency) and for an agentic pathway (i.e., men are creative via risk-taking tendency). We also find that the communal pathway is stronger when usefulness is explicitly incorporated in creativity assessment. Task demands for perspective-taking did not show a moderating effect. Taken together, our findings provide a more balanced account of the gender–creativity relationship, demonstrate why men and women differ in creativity and when women can leverage the communal mechanism to enhance creativity, and inform theory and practice towards a more gender-equitable workplace.
The study aimed to examine the level of moral identity among adolescent students at Irbid the Second Educational Directorate in light of their gender and age. The sample of the study included (398) male and female adolescent students selected using stratified sampling procedures. to achieve the objectives of the study, Moral Identity Scale developed by Acquino and Reed (2002) was used. Validity and reliability were established for the scale. The results of the study indicated that the total construct of moral identity and the individual construct of internalization was high while it was moderate on the individual construct of symbolism. The total level of moral identity and the individual construct of symbolism was higher among females. It was also found that adolescent students in the age group (12- less than 16) reported higher scores on the total moral identity level and the individual construct of internalization compared to those in the age group (16-18). There were no statistically significant differences (α=0.05) between the means scores of adolescent students' scores in the total construct of moral identity and the individual construct of symbolism and internalization due to the interaction of gender and age group.
Keywords: Moral Identity, Adolescent Students.
Motivation is one of the main factors in learning and it can affect different behavioral aspects of students in academic environment. Academic motivation can be considered as the only factor with direct effect on academic achievement. The present meta-analysis study is an attempt to determine academic motivation and academic achievement based on Vallerand’s scale and Hermans’ questionnaire in students in Iranian universities of medical sciences. The study was carried out as a meta-analysis work on studies published from 2001 to 2018. The relevant studies were searched using keywords “academic motivation” and “academic achievement” in SID, Medline (PubMed), and ScienceDirect. Heterogeneity in the studies was examined using I2 index and data analysis was done in Comprehensive Meta-Analysis software. Out of 16 articles that entered the meta-analysis process; seven articles were based on Vallerand’s scale (AMS) and nine articles were based on Hermans’ questionnaire (AMQ). Mean and standard deviation score of academic motivation based on Vallerand’s scale was 109.9±16.4 and mean and standard deviation score of academic achievement based on Hermans’ questionnaire was 96.83±6.38. The effects of sample size and year of publication were measured based on meta-regression. In terms of sample size, the mean score increased with an increase in sample size in the both Vallerand and Hermans studies. In terms of year of publication, the mean score increased with increase in the year of publication in Vallerand’s studies and decreased in Hermans’ studies (P<0.05). The students of Iranian universities of medical sciences were at good level in terms of academic motivation and academic achievement.
While generating many of the same costs associated with unethical behavior at work, unethical pro-organizational behavior poses a unique challenge. It suggests a "dark side" to constructs thought to be productive, like organizational identification. Research suggests that individuals identifying highly with their organization are more likely to engage in unethical pro-organizational behavior. This study calls into question previous findings that organizational identification predicts unethical pro-organizational behavior. It validates previous findings of a negative association between moral identity and moral disengagement and a positive association between moral disengagement and unethical pro-organizational behavior. It also provides the first empirical evidence of a negative association between work engagement and moral disengagement. While pointing to variables that practitioners can manipulate to mitigate the risk of unethical pro-organizational behavior, the present study highlights the complexity of predicting and responding to the dark side of organizational identification.
Yapılan çalışmanın amacı ilkokulda çocuğu olan aileler için geliştirilen Prososyal Destek Eğitim Programının çocukların ve ebeveynlerinin prososyallik düzeyleri üzerine etkisini incelemektir. Yapılan araştırma Ağrı İl Merkezinde 2021-2022 bahar döneminde çocuğu ilkokula devam eden aileler ile gerçekleştirilmiştir. Araştırmada karma yöntemlerden olan Gömülü Desen (Embedded Design) kullanılmıştır. Program öncesinde ve sonrasında odak grup görüşmeleri yapılmıştır. Nicel desen ise ön test son test kontrol gruplu yarı deneysel desen şeklinde planlanmıştır. Araştırmanın örneklemini deney grubunda 16 ebeveyn ve 17 çocuk, kontrol grubunda 20 ebeveyn ve 20 çocuk olmak üzere 73 kişi oluşturmuştur. Deney grubundaki ailelere çevrimiçi olarak on hafta, haftada bir gün olmak üzere “Prososyal Destek Eğitim Programı (Pro-DEP)” uygulanmıştır. Kontrol grubundaki ailelere herhangi bir müdahalede bulunulmamıştır. Çocukların prososyallik düzeyleri “Çocuk Prososyallik Ölçeği: Çocuk Formu” ve “Çocuk Prososyallik Ölçeği: Anne-Baba-Öğretmen Formu” kullanılarak, ebeveynlerin prososyallik düzeyleri ise “Yetişkin Prososyallik Ölçeği” kullanılarak değerlendirilmiştir. Yapılan analizlerde bağımsız grupların karşılaştırılmasında Mann Whitney U, bağımlı grupların karşılaştırılmasında Wilcoxon İşaretli Sıralar Testi anlamlılık düzeyi p<0,05 alınarak kullanılmıştır. Anlamlı farklılıklar elde edilen gruplardaki etki büyüklüğü Cliff’s Delta kullanılarak hesaplanmıştır. Elde edilen bulgulara göre uygulanan eğitim programının deney grubundaki katılımcıların, eşlerinin ve çocuklarının üzerinde orta etki düzeyinde olumlu etkisinin olduğu sonucuna ulaşılmıştır. Katılımcılar program uygulanmasından sonra kendilerinde, eşlerinde ve çocuklarında prososyal becerilerin arttığı ve Pro-DEP’in etkili olduğu görüşlerine de sahiptir.
Moral identity is an important self-concept. Taking a social cognitive perspective, we propose an integrative framework to examine the relationships between moral identity and its antecedents, including demographic variables, personality traits, and organizational contexts (specifically leadership style and ethical climate). An analysis of the effect sizes in 110 studies involving 44,441 participants shows that gender, personality traits, and organizational context are strongly associated with moral identity. The moral identity measure used, cultural tendencies toward individualism or collectivism, and demographic characteristics moderate the relationships between moral identity and its antecedents. The significance and implications of the factors that influence moral identity are discussed.
Both morality and empathy are crucial in the construction of human society. The influence of morality on empathy also deserves researchers' attention. This study used event-related potential techniques to control the degree of moral identity of participants through writing tasks and deeply explored the psychological processes and neural mechanisms of moral identity affecting pain empathy. Behavioral results for picture type showed that the response time to the pain pictures was longer than the nonpain pictures, the accuracy of pain pictures was lower than that of nonpain pictures and ratings of pain pictures were rated higher than non-pain picture. Behavioral results for moral identity showed that there were no significant differences in response time, accuracy, and rating. The interaction between picture type and moral identity was not significant. The ERP results showed that people with high moral identity had higher levels of empathy than those with low moral identity, and pain pictures induced smaller N2 amplitudes and larger Late Positive Component (LPC) amplitudes than nonpain pictures. For people with low moral identity, the pain picture amplitudes were not significantly different from the N2 and LPC amplitudes induced by the nonpain pictures. These results suggest that moral identity affects and moderates the early processing of emotional empathy in the N2 representation and the late processing of cognitive empathy in the LPC representation. Individuals with high moral identity are more likely to induce early automated processing of pain to others when stimulated by pain pictures, automatically sharing the negative emotions of others, which is manifested as having more emotional empathy. Individuals with high moral identity exhibit a more refined analytical evaluation of pain pictures and a conscious, top-down control of processing when stimulated by pain pictures, which is manifested as having more cognitive empathy. Whether in the emotional empathy stage or in the cognitive empathy stage, moral identity has an important impact on pain empathy, and higher moral identity is the premise of empathy for the pain of others.
Moral identity is a self-concept about moral values and “The Self-importance of Moral Identity”(Aquino, Reed, 2002) is a scale to measure this construct in its two dimensions, namely; internalization and symbolization. In this research, as the first step, translation validity and face validity of the measure were discussed and modified. As the second step, using cluster sampling, 180 undergraduate students from “Ahvaz university of Shahid Chamran” were selected and asked to complete the measure, two additional item and measures for empathy, religiosity and social desirability. Moreover a sample of 32 students were selected for test re test. Results of confirmatory factor analysis confirm the measurement model. Also significant relationship to additional items confirms criterion validity, and significant relationship to empathy and religiosity confirm convergent validity. Reliability of this measure, also investigated and confirmed by internal consistency (internalization: 0.776, symbolization: 0.776) and test re test (internalization: 0.505, symbolization: 0.364). Albeit because of significant relationship to social desirability, divergent validity of this measure didn’t confirmed. So, consideration the relationship between the measure and social desirability, there be suggested that, beside using the measure, a measure of social desirability will be used in order to statistical control.
The field of moral identity research comprises two different views as to when moral identity emerges in the course of development. While some describe moral identity as a developmental achievement of middle childhood, others maintain that it does not emerge before adolescence or early adulthood. The present paper bridges these views by introducing a new theoretical framework for conceptualizing moral identity development. Within this framework, moral identity is conceptualized as a goal, namely the goal to be a moral person. Children, adolescents and adults are all assumed to have this moral identity goal. Yet, its goal characteristics are expected to systematically change with development: from concrete to abstract, from externally to internally motivated, and from prevention- to promotion-oriented. From the age of responsibility to adult maturity, important changes are proposed in how the moral identity goal is represented and how it motivates moral action. By outlining these changes, the paper links early- and late-onset views of moral identity development and identifies avenues for future empirical research.
Theory and research regarding moral motivation has focused for decades on the roles of moral reasoning and, to some extent, moral emotion. Recently, however, several models of morality have positioned identity as an additional important source of moral motivation. An individual has a moral identity to the extent that he or she has constructed his or her sense of self around moral concerns (e.g., moral values). This paper reviews theory and research linking moral identity to moral behavior and commitment. Additionally, it suggests several key unanswered questions about moral identity and provides recommendations for future research.
Discusses conceptual and empirical issues concerning the relations between moral reasoning and moral action. Two opposite views of the relations between moral cognition and moral action are described; one is an essentially irrational view that emphasizes need and action tendencies, while the other considers moral functioning as essentially rational. Their contrasting assumptions and implications are clarified. Available empirical literature is reviewed; research relating moral reasoning to delinquency, honesty, altruism, conformity, and other real-life moral behaviors is summarized, with special attention given to problems of design, measurement, and interpretation. Although overall these studies seem to support the cognitive–developmental perspective, this support needs to be qualified and interpreted in each area. At a more general level, the importance of clarifying the meaning of consistency between moral cognition and moral action and the need for a process approach to research in this area are emphasized. (4 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The correlates and structure of prosocial behaviors in late adolescents were examined using a newly constructed, multidimensional measure. In Study 1, 249 college students (145 women; M age = 19.9 years) were administered the Prosocial Tendencies Measure (PTM) which assesses 6 types of prosocial behaviors: altruistic, compliant, emotional, dire, public, and anonymous. Measures of sympathy, perspective taking, personal distress, social desirability, global prosocial behaviors, social responsibility, ascription of responsibility, vocabulary skills, and prosocial moral reasoning were also completed. Test-retest reliability and further validity of the PTM were demonstrated in Study 2 with a sample of 40 college students (28 women; M age = 22.9 years). Results from both studies yielded evidence of adequate reliability and validity of the PTM and support the notion of differentiated forms of helping.
Describes the Interpersonal Reactivity Index (IRI) and its relationships with measures of social functioning, self-esteem, emotionality, and sensitivity to others. 677 male and 667 female undergraduates served as Ss. Each of the 4 IRI subscales displayed a distinctive and predictable pattern of relationships with these measures, as well as with previous unidimensional empathy measures. Findings provide evidence for a multidimensional approach to empathy. (29 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
In a prior review involving a meta-analysis (Underwood & Moore, 1982), no relation between affective empathy and prosocial behavior was found. In this article, the literature relevant to this issue is reexamined. The studies were organized according to the method used to assess empathy. When appropriate, meta-analyses were computed. In contrast to the earlier review, low to moderate positive relations generally were found between empathy and both prosocial behavior and cooperative/socially competent behavior. The method of assessing empathy did influence the strength of the relations; picture/story measures of empathy were not associated with prosocial behavior, whereas nearly all other measures were. Several possible explanations for the pattern of findings are discussed, as are the implications of the findings.
This article examines moral identity and reactions to out-groups during intergroup conflict Four studies suggest that a highly self-important moral identity is associated with an expansive circle of moral regard toward out-group members (Study 1) and more favorable attitudes toward relief efforts to aid out-group members (Study 2). Study 3 examines moral identity and national identity influences on the provision of financial assistance to out-groups. Study 4 investigates the relationship between moral identity and (a) the willingness to harm innocent out-group members not involved in the conflict and (b) moral judgments of revenge and forgiveness toward out-group members directly responsible for transgressions against the in-group. Results are discussed in terms of self-regulatory mechanisms that mitigate in-group favoritism and out-group hostility.
Recent theorizing in moral psychology extends rationalist models by calling attention to social and cultural influences (J. Haidt, 2001). Six studies using adolescents, university students, and adults measured the associations among the self-importance of moral identity, moral cognitions, and behavior. The psychometric properties of the measure were assessed through an examination of the underlying factor structure (Study 1) and convergent, nomological, and discriminant validity analyses (Studies 2 and 3). The predictive validity of the instrument was assessed by examinations of the relationships among the self-importance of moral identity, various psychological outcomes, and behavior (Studies 4, 5, and 6). The results are discussed in terms of models of moral behavior, social identity measurement, and the need to consider moral self-conceptions in explaining moral conduct.
Contemporary theories have generally focused on either the behavioral, cognitive or emotional dimensions of prosocial moral development. In this volume, these three dimensions are brought together while providing the first comprehensive account of prosocial moral development in children. The main concept is empathy - one feels what is appropriate for another person's situation, not one's own. Hoffman discusses empathy's role in five moral situations. The book's focus is empathy's contribution to altruism and compassion for others in physical, psychological, or economic distress. Also highlighted are the psychological processes involved in empathy's interaction with certain parental behaviors that foster moral internalization in children and the psychological processes involved in empathy's relation to abstract moral principles such as caring and distributive justice. This important book is the culmination of three decades of study and research by a leading figure in the area of child and developmental psychology.
To facilitate a multidimensional approach to empathy the Interpersonal Reactivity Index (IRI) includes 4 subscales: Perspective-Taking (PT) Fantasy (FS) Empathic Concern (EC) and Personal Distress (PD). The aim of the present study was to establish the convergent and discriminant validity of these 4 subscales. Hypothesized relationships among the IRI subscales between the subscales and measures of other psychological constructs (social functioning self-esteem emotionality and sensitivity to others) and between the subscales and extant empathy measures were examined. Study subjects included 677 male and 667 female students enrolled in undergraduate psychology classes at the University of Texas. The IRI scales not only exhibited the predicted relationships among themselves but also were related in the expected manner to other measures. Higher PT scores were consistently associated with better social functioning and higher self-esteem; in contrast Fantasy scores were unrelated to these 2 characteristics. High EC scores were positively associated with shyness and anxiety but negatively linked to egotism. The most substantial relationships in the study involved the PD scale. PD scores were strongly linked with low self-esteem and poor interpersonal functioning as well as a constellation of vulnerability uncertainty and fearfulness. These findings support a multidimensional approach to empathy by providing evidence that the 4 qualities tapped by the IRI are indeed separate constructs each related in specific ways to other psychological measures.
James Youniss and Miranda Yates present a sophisticated analysis of community service's beneficial effects on adolescents' political and moral identity.
Using a case study from a predominantly Black, urban high school in Washington, D.C., Youniss and Yates build on the insights of Erik Erikson on the social and historical nature of identity development. They show that service at a soup kitchen as part of a course on social justice gives youth the opportunity to reflect on their status in society, on how society is organized, on how government should use its power, and on moral principles related to homelessness and poverty. Developing a sense of social responsibility and a civic commitment, youth come to see themselves as active agents in society.
The most authoritative work to date on the subject, this book challenges negative stereotypes of contemporary adolescents and illustrates how youth, when given the opportunity, can use their talents for social good. It will interest readers concerned with the development of today's youth and tomorrow's society.
This collection of essays provides new perspectives on the nature of character and moral education by utilizing insights from the disciplines of moral psychology, moral philosophy, and education. The volume draws from personality and developmental research as well as educational and ethical theory. Character Psychology and Character Education distinguishes itself by bringing moral philosophers, who believe that ethical reflection about virtue and character must be tied to defensible notions of personality and selfhood, into dialogue with academic psychologists, who believe that the developmental study of the moral self requires adequate grounding in various psychological literatures. The first group embraces a "naturalized" ethics, while the second group favors a "psychologized" morality. Among the topics explored in this volume are the constructs of moral selfhood, personality, and identity, as well as defensible models of character education. One of the primary arguments of the volume is that problems of character education cannot be addressed until an adequate model of character psychology is developed. In addition to the excellent theoretical essays, this collection includes applied chapters that consider the challenge of character education in the context of schools, families, and organized sports. This book will be an invaluable resource both for scholars and practitioners in the fields of psychology and education.
Due to limitations and concerns regarding traditional interview measures of moral reasoning, a new objective measure of prosocial moral reasoning was developed to facilitate assessment of adolescents' moral reasoning. Several psychometric properties of the new measure were examined including test-retest reliability and convergent, concurrent, and discriminant validity. Sixty-four seventh and tenth graders were administered a self-report measure of prosocial moral reasoning (PROM) and measures of school aptitude, verbal skills, perspective taking, sympathy, and personal distress. Adolescents, 2 weeks later, were either re-administered the PROM or administered an interview measure of prosocial moral reasoning. In general, the psychometric analyses suggested that the PROM was sufficiently reliable and valid for use with adolescents. In addition, research on the development and correlates of adolescents' prosocial moral reasoning were discussed.
Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman explores the nature of moral development, social behavior, and human interconnectedness. By comparing, contrasting, and going beyond the works of pre-eminent theorists Lawrence Kohlberg and Martin Hoffman, author John C. Gibbs addresses fundamental questions: What is morality? Can we speak validly of moral development? Is the moral motivation of behavior primarily a matter of justice or of empathy? Does moral development, including moments of moral inspiration, reflect a deeper reality?
A thought-provoking examination of how explanations of social and moral development inform our understandings of morality and culture. A common theme in the latter part of the twentieth century has been to lament the moral state of American society and the decline of morality among youth. A sharp turn toward an extreme form of individualism and a lack of concern for community involvement and civic participation are often blamed for the moral crisis. Turiel challenges these views, drawing on a large body of research from developmental psychology, anthropology, sociology as well as social events, political movements, and journalistic accounts of social and political struggles. Turiel shows that generation after generation has lamented the decline of society and blamed young people. Using historical accounts, he persuasively argues that such characterizations of moral decline entail stereotyping, nostalgia for times past, and a failure to recognize the moral viewpoint of those who challenge traditions.
Through computational analysis of natural language responses, this exploratory study considered problems related to the assessment of adolescent moral identity. The matched sample was composed of 15 care-exemplar and 15 comparison adolescents from ethnically and socioeconomically diverse urban neighborhoods. Participants were given a semistructured interview based on a well-known study of adolescent moral identity (Hart & Fegley, 1995). Interview questions were designed to elicit rep- resentations of self and other. Participant responses were analyzed with the use of a computational language program. Findings indicated that care exemplar adolescents integrated parent and peer representations into actual selves, whereas comparison ad- olescents did not integrate other representations into actual selves. Contrary to expec- tations, care exemplar actual selves did not significantly incorporate the ideal self-representation. Implications for findings related to moral identity socialization and the efficacy of the computational methodology are discussed.
Considerable theoretical work has been done in the area of moral reasoning. However, little conceptual thinking has been done about the relations between moral cognition and moral action. As a result, empirical research in this area has been unsystematic and difficult to interpret. A theoretical model, the Self Model, is proposed here, starting from the assumption that moral reasons are functionally related to action. First, a concept of cognitive motivation is presented as necessary for any cognitive account of morality. Two cognitive approaches to moral conduct, Piaget's and Haan's, are then discussed in their positive contributions and in their limitations. The Self Model is finally described through a set of empirically testable propositions. Its major theoretical characteristics are: it is cognitive, recognizing as the central function of human cognition the appraisal of truth; it acknowledges a basic duality of motivation, but stresses the normative pull of cognitive motivation; it is developmental; it uses the self as the central explanatory concept, establishing both the sense of personal responsibility and the dynamism of self-consistency.
Males' greater propensity for antisocial (i.e.,
externalizing) behavior has been well documented. Because males and
females generally have evidenced negligible differences in moral judgment
stage, we investigated whether the gender discrepancy in antisocial
behavior might be attributable to gender differences in other moral
cognitive variables, specifically, moral self-relevance and self-serving
cognitive distortion. The sample included 88 male and 105 female
college students aged 16 to 19 years. In multiple regression analyses,
moral judgment and moral self-relevance correlated negatively, and
self-serving cognitive distortion correlated positively with antisocial
behavior. Path analysis revealed that mature moral judgment and higher
moral self-relevance were associated with lower levels of self-serving
cognitive distortion, which partially mediated the relationship
between those variables and antisocial behavior. Relationships among
the moral cognitive variables and antisocial behavior did not vary by
gender. Although the genders did not differ in moral judgment stage,
females evidenced greater moral self-relevance, less self-serving
cognitive distortion, and less antisocial behavior. The implications
of these findings for moral developmental theory and the treatment of
antisocial behavior are discussed.
Current models of moral functioning such as those of Rest (1983) and Damon and Hart (1988) have maintained that optimal moral development and consistent moral action require the presence of multiple constructs. In order to examine the importance of the presence of multiple variables relevant to moral functioning, structural equation modeling was used in addressing relationships among measurements of moral judgment development, self-understanding, and three distinct forms of moral action. A sample of 167 college students responded to measures of moral judgment, self-understanding, and moral action in three data-collection sessions. Models generated of these data revealed that three different forms of moral action were statistically distinct and were differentially related to moral judgment development and self-understanding. The results are discussed in terms of the importance and contributions of multiple moral developmental constructs in the production of moral action.
The author entitled his chapter, "Gus in the Gap," because more than anyone else in contemporary psychology Gus Blasi has been responsible not only for identifying and explaining the significance of the gap between moral judgment and action but also for helping to bridge this gap that has so befuddled the field. The judgment-action gap has been a recurrent conundrum for us, both as scholars seeking to understand moral functioning and as individual moral agents striving to live the good life. This gap is revelatory of some importunate aspects of the human condition. Topics discussed include the self model, negative consequences of philosophical constraints, and conceptions and experiences of morality. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
There has been considerable study of the development of moral reasoning in adolescence within the cognitive–developmental paradigm, but less empirical attention to the development of moral valuing and motivation. In a two-year longitudinal study, we examined the correlates of high-school students’ endorsement of explicitly moral values as ideals for the self. Those who reported being involved in community helping activities at age 17 were subsequently more likely to increase their relative emphasis on the importance of prosocial moral values for themselves. As predicted, an authoritative family parenting style was associated with more parent–adolescent value agreement in general (regarding both moral and non-moral values). Particularly for males, reports of greater parent monitoring and strictness were associated with more emphasis on moral values for the self. This relation between parental strictness and males’ self-ideals was mediated over time by perceived stronger emphases on moral values by both parents and friends. These findings suggest the potential utility of studying moral motivation to help understand prosocial development in adolescence.
In this chapter, we review research and some current theory on the development of prosocial responding (including prosocial behavior and empathy-related responding) and possible antecedents/causes, outcomes, and correlates. In the initial section of this chapter, we briefly present a general framework for integrating factors that contribute to prosocial responding. Then the empirical literature related to the development of prosocial behavior, with an emphasis on the emerging literature on early development and development during adolescence, is reviewed. Next we review literature on the potential origins of prosocial responding, including potential biological, cultural, familial, and peer/school factors. Then we address sociocognitive correlates of prosocial responding and the relations of temperamental/personality and social-behavioral individual differences (e.g., aggression) to prosocial behavior and/or empathy-related responding. Due to space constraints, we focus more on current rather than older publications and disproportionately on topics of central importance to prosocial development and issues that have been foci of interest in the past decade. In the final sections of the chapter, gaps in the field and future directions are discussed.
The relation of self-understanding and moral judgment to dedicated prosocial behavior is investigated. Participants were African-American and Latin-American adolescents who had been nominated by community leaders for having demonstrated unusual commitments to care for others or the community (care exemplars). The care exemplars, and matched comparison adolescents, were extensively interviewed over the course of 4–6 sessions in order to elicit self-understanding, moral judgment, and implicit personality theories. The care exemplars were more likely than the comparison adolescents to: (1) describe themselves in terms of moral personality traits and goals, (2) view themselves as having closer continuity to their pasts and futures, (3) think of themselves as incorporating their ideals and parental images, and (4) articulate theories of self in which personal beliefs and philosophies are important. There were no differences between the care exemplars and the comparison adolescents in developmental stages of moral judgment nor in the abstractness of their implicit personality theories.
Following Higgins, King, and Mavin (1982) chronicity paradigm, we examined the effects of chronically accessed moral constructs for prototypic moral character using two different research paradigms, spontaneous trait inferencing and lexical decision. Study 1 presented target sentences in a deliberate or spontaneous processing condition. Recall was cued with either a dispositional or semantic cue. Moral chronics made more spontaneous trait inferences with dispositional cues than semantic cues. In Study 2, participants read stories about characters who did or did not help. Moral chronics were faster responding to probes reflecting negative evaluations of story characters who did not help when requested (e.g., “disloyal”). Findings support claims that the moral personality is usefully conceptualized in terms of the chronic accessibility of moral knowledge structures.
The relation of self-understanding and moral judgment to dedicated prosocial behavior is investigated. Participants were African-American and Latin-American adolescents who had been nominated by community leaders for having demonstrated unusual commitments to care for others or the community (care exemplars). The care exemplars, and matched comparison adolescents, were extensively interviewed over the course of 4-6 sessions in order to elicit self-understanding, moral judgment, and implicit personality theories. The care exemplars were more likely than the comparison adolescents to: (1) describe themselves in terms of moral personality traits and goals, (2) view themselves as having closer continuity to their pasts and futures, (3) think of themselves as incorporating their ideals and parental images, and (4) articulate theories of self in which personal beliefs and philosophies are important. There were no differences between the care exemplars and the comparison adolescents in developmental stages of moral judgment nor in the abstractness of their implicit personality theories.
Our research with the NLSY and the NHES demonstrates that personality and social structure are predictors of voluntary community service and, by extension, the development of moral identity. Children who have resilient personalities - effective in social interaction and capable of emotion modulation - are more likely than children lacking these qualities to volunteer 10 years later. Finally, children and adolescents who live in very poor, child-saturated neighborhoods are much less likely to volunteer than are those living in more affluent neighborhoods.
Identity as motivation: Toward a theory of the moral self
- R Bergman
- R. Bergman
The place of morality in the adolescent self. Unpublished doctoral dissertation
- M L Arnold
Altruism and prosocial behavior The handbook of social psychology
- C D Batson
Care-based and altruistically-based morality Handbook of moral development
- G Carlo
Are all prosocial behaviors equal? A socioecological developmental conception of prosocial behaviour Advances in psychology research
- G Carlo
- B A Randall
Adolescent psychological development: Rationality, morality, and identity
- D Moshman
Moral judgments and moral action
- S Thoma
- S. Thoma
The culture of morality
- E Turiel
The place of morality in the adolescent self
- M L Arnold
- M. L. Arnold
Altruism and prosocial behavior
- C D Batson
- C. D. Batson
Neither personality nor cognition: An alternative approach to the nature of the self
- A Blasi
- A. Blasi
Are all prosocial behaviors equal? A socioecological developmental conception of prosocial behaviour
- G Carlo
- B A Randall
- G. Carlo
Care-based and altruistically-based morality
- G Carlo
- G. Carlo