Different theorists have different views about moral development. The aims and objectives of this study are proposed as follows: The purpose of this triangulated study is to investigate the relationship between moral development and identity formation as affected by parental influences. Explain Kohlberg's theory of moral development as it relates to adolescents. He has speculated about innate moral strengths or virtues which he contends must be nurtured at various stages of time in order for the person to develop morally. Erikson (1963) developed a theory that reflected a personal issue which involves a search for personal identity. As noted, the increased capacity of young adolescents fo… Research shows that higher level reasoning in adolescence is related to parenting that is supportive and stimulates adolescents to question and expand on their reasoning, as well as with an authoritative parenting style (Eisenberg, Morris, McDaniel & Spinrad, 2009). They have found that some self-reflective and internalized modes of moral reasoning (e.g., reasoning pertaining to role taking; positive or negative affect based on the consequences of behavioural choices; positive affect related to living up to internalized values; internalized norm, rule, and law reasoning; generalized reciprocity) increased in use, whereas stereotypic reasoning (e.g., references to expected or normative behaviour, e.g., “it’s nice to help”) continued to decrease in use from childhood until late adolescence. Moral development is always grounded in these years. “The critical mechanism is a sense of personal responsibility to act and the concomitant need to maintain self-consistency” (Blasi, 1983). Blasi (1980) explained that Individuals with firm or well developed sense of the self-as-moral would be more likely to act in agreement in with their moral judgments. Peer pressure can exert a powerful influence because friends play a more significant role in adolescents’ lives (Walker, 1989). The role of culture and religion in moral development are other factors which must be addressed. For that reason, a person who has attained formal operations can execute a number of tasks relating to the use of hypothesis, trial and error, prediction and the definition of terms, abstractions and the drawing of logical and scientific conclusions, pertaining to claim that the dominant mode of thinking at the stage of formal operations is abstract and is far more mobile and flexible than a concrete mode of thinking. We also share information about your use of our site with our social media, advertising and analytics partners who may combine it with other information that you’ve provided to them or that they’ve collected from your use of their services. Moral development during the adolescent years can be defined as the way young people learn to decide what is right and wrong, which in turn forms the basis of their principles of justice. Nevertheless, there are reasons to expect further change in moral cognitions and prosocial tendencies in adolescence, (Eisenberg et al, 2009). Adolescence, transitional phase of growth and development between childhood and adulthood. This status is followed by identity moratorium, in which individuals have not made any definite commitments. You consent to our cookies if you continue to use our website. Choose My Plate external icon The U.S. Department of Agriculture provides information on health and nutrition. Do you have a 2:1 degree or higher? Youth enter this developmental stage with the body and mind of a child, and then exit 10-12 years later, with the body and mind of an adult. Consequently, if one’s value system and behaviour code, which govern moral reasoning and resultant behaviour, are to any great extent shaped during adolescence and influenced by the individual’s identity, the period of adolescence becomes an important and sensitive one with regards to moral development. The importance of morality during adolescence and factors that could determine an adolescent’s moral development was thoroughly examined in order to provide a framework for this field of study. The research question can then be subsequently addressed by the following sub-questions; (1) what is the relationship between moral development and identity formation during adolescence? This study thus aims at examining the hypothesis that moral development and identity formation in adolescence are significantly related, and exploring the influences that certain parental practices have on adolescents’ moral development. Information about the device's operating system, Information about other identifiers assigned to the device, The IP address from which the device accesses a client's website or mobile application, Information about the user's activity on that device, including web pages and mobile apps visited or used, Information about the geographic location of the device when it accesses a website or mobile application. The development of secondary sex characteristics happens at … They feel a sense of psychological well being, of sameness through time and of knowing where they are going (Berk, 2009). Moral development can be defined as thoughts, behaviors, and feelings regarding standards of right and wrong. He observed that not all people understand what moral behaviors are and there are different stages of such a development. The theorist who is known to explain the various stages of moral development is Lawrence Kohlberg. It is however clear that very few people ever achieve Kohlberg’s stage six reasoning ability, as Damon and Hart (1988). We all make moral judgments on a daily basis. explain very few experience a full integration of morality and self. During adolescence, moral development was connected with the crisis between identity and role confusion or diffusion. The section of the literature review of this proposal will further develop this idea. And (4) how do adolescents experience of parental practices influence their moral development? During early adolescence, many of the attitudes, beliefs, and values that young adolescents develop remain with them for life (Brighton, 2007). In other words, children obey rules to please people in authority and for the personal pleasure they derive from observing such rules. Copyright © 2003 - 2021 - UKEssays is a trading name of All Answers Ltd, a company registered in England and Wales. During the 90s, Eisenberg and colleagues conducted longitudinal studies where they followed children through adolescence into early adulthood with the aim to demarcate the development of their prosocial moral reasoning, (Eisenberg &Fabes, 1998). Identity formation entails an attempt to identify or create an adequate degree of consistency to substantiate construing the self as singular (Head, 1997). The law is seen as an instrument for the preservation of society and cultural heritage. To investigate the relationship between moral development and identity formation. According to Eisenberg, Morris, McDaniel and Spinrad (2009) the preschool and elementary school years present evidence of major development in moral judgement as well as the frequency of some types of morally relevant behaviours. The emergence of these virtues takes place within three periods of ethical development. He studied a group of boys whose ages ranged from 10 to 16 years where he told his subjects stories in which moral dilemmas occurred and then asked them to respond to those stories by telling him how they would deal with the dilemmas in them. Research method foundations in developmental psychology suggest that this field is best understood by using a variety of methods, however “methodological pluralism is difficult to obtain in practice, particularly so in the study of adolescents,” (Hart & Carlo, 2005: 228). Kohlberg began work on this topic while being a psychology graduate student at the University of Chicago in 1958 and expanded upon the theory throughout his life.. The extent of these novel external influences on adolescents should then be theoretically dependent on the individual’s identity formation as well as parental practice and education. To explore the influence that parental practices have on the moral development of adolescents. For example, Lawford, Pratt, Hunsberger, and Pancerstudied adolescents’ sense if generativity by asking that participants judge the self-descriptiveness of items and rate the parenting they received so as to create a measure of parenting quality. As a result, adolescents begin to question the absolute authority of parents, schools, government, and other traditional institutions. We use cookies to personalise content and ads, to provide social media features and to analyse our traffic. Once formed the identity continues to be refined throughout life as people reevaluate earlier commitments and choices. The findings from this study aim to contribute to the understanding of moral development in adolescence in the current era, and to consequently raise awareness regarding the period of adolescence as a sensitive one with reference to moral development. Whereas some individuals may see honesty and fairness as essential aspects of themselves, other individuals may highlight compassion and caring for others as most salient to their sense of self-as-moral. During childhood, the self is principally defined in terms of nonmoral properties such as bodily properties, material possessions or typical behaviour, but by late adolescence the self id is defined in terms of social and psychological aspects of the self, with morality being the key regulator of social interactions. Young adolescents also tend to be idealistic and possess a strong sense of fairness (Kellough & Kellough, 2008; Scales, 2010). In contrast, at the conventional level, both adolescents and adults conform to certain behaviour on the basis of the law and norms of society. At this level, morality is determined by social norms; i.e., morality is determined by the rules and social conventions that are explicitly or implicitly agreed upon by … As they progress into the interpersonal conformity stage of moral development (Kohlberg, 1983), Some youth who have reached the highest levels of moral development may feel passionate about their moral code; as such, they may choose to participate in activities that demonstrate their moral convictions. Consequently, “adolescence would be expected to be a period of growth for moral and prosocial dispositions, cognitions and behaviours,” (Eisenberg et. The main research question is formulated as follows: What is the relationship between moral development and identity formation as influenced by parental practices? (2) How do parents’ (parental warmth, parental interaction, discipline, and parental role models) influence moral learning development? All work is written to order. Our academic experts are ready and waiting to assist with any writing project you may have. The study will be conducted in the Gauteng Province of South Africa, and will represent an urbanised community of adolescents attending a semi-private high school in the Midrand region of Johannesburg. Published: 1st Jan 1970 in Post-conventional. Consequently, the impact of the media such as television, internet and newspapers can have a deeper impact on the adolescent’s behaviour. Furthermore, the foundation for a coherent positive identity, Erikson believed, originated in the successful psychosocial outcomes of infancy and childhood, but it is not until late adolescence that young people become absorbed in the task of establishing their identity as it is during adolescence that individuals begin to assume commitments to future occupations, adult sex roles and personal belief systems (Eisenberg et al, 2009). To describe the factors that influence moral development in adolescence. Level 1: Pre-Conventional Morality Level 1, or Pre-Conventional Morality, typically seen in young children between the ages of 4 and 10 years old. Lastly, and the lowest of the levels identified by Marcia, is identity diffusion, in which individuals lack a clear sense of direction. “The virtue that enables one to resolve this crisis is fidelity, which is described as the ability to sustain loyalties freely pledged in spite of the inevitable contradictions of value systems” (Erikson, 1964 p125). Some of these mood changes stem from biological sources. ADVERTISEMENTS: In this article we will discuss about physical, cognitive, social and emotional development during adolescence. Moral Development… Most adolescents can move to Lawrence Kohlberg’s 3. rd. Bezuidenhout and Joubert (2003:208) highlight that “moral development entails that one learns to acquire forms of pro-social behaviour such as being sympathetic, co-operative, helpful and comforting.” It is a life-long process which is shaped by social institutions such as the school, church, community and family as well as personal experiences. Moral reasoning, depending on its conceptualization reflects the structure and content of an individual’s reasoning about hypothetical or real-life moral dilemmas, that is, how an individual justifies his or her moral decisions, (Eisenberg et. For example, it is not until preadolescent age (ages 10-12) that individuals are “aware of the infinite regress characteristics of dyadic relations, in other words, that each person is simultaneously aware of his own and others’ subjective abilities and begins to view his own interactions with and subjective perspectives of others from a third person perspective,” (Selman, 1975 p. 41). Throughout the course of puberty, teens' moral development advances just as surely as their bodies are changing. Company Registration No: 4964706. Furthermore, adolescents’ social roles and responsibilities, as well as socially regulated behaviours place them in a variety of moral decision-making situations, which can influence their moral development. Girls enter the major physical changes of adolescence earlier than boys. Eisenberg, Cumberland, Guthrie, Murphy, and Shepard (2009) also made use of self report measures, as they studied responses to empathy and prosocial moral reasoning. They accept a readymade identity that authority figures (parents/teachers/religious leaders/romantic partners) have chosen for them (Berk, 2009). Breasts develop fully between ages 12 and 18. From the theory on moral development previously discussed, it can be followed that identity formation is a major factor in the development of morality. Blasi’sself model also suggests that moral identity is not a unitary construct. Lawrence Kohlberg’s stages of moral development, a comprehensive stage theory of moral development based on Jean Piaget’s theory of moral judgment for children (1932) and developed by Lawrence Kohlberg in 1958. The crux is parents and the environment in which children grow up have an impact on their morality. It was Augusto Blasi’s 1980 review of empirical research on moral cognition and moral action that gave rise to the interest in moral identity and its role in moral behaviour. (This is often a lifelong voyage, launched in adolescence.) Understanding Kohlberg’s theory of moral development can help to teachers to guide the moral development of their students in the classroom. To provide awareness regarding the importance of moral development in adolescence. There have been numerous theories of adolescent moral development, but one of the most influential theories was created by Lawrence Kohlberg. The role of gender in moral development has been a highly debated factor which is worthy of mentioning. In complex societies adolescents’ experience an identity crisis – a temporary period of distress as they experiment with alternatives before settling on values and goals. They interact mostly with their own age group, rather than with younger children and older adults. Physical Development. Cognitive developmentalists study morality by monitoring the development of moral reasoning that people exhibit at different stages of development when making decisions concerning the wrongfulness of various acts. This essay may contain factual inaccuracies or out of date material. After emphasising the relatively modest relations between moral judgment and moral behaviour, Blasi posited that the observed gap may be explained by moral identity or the extent to which moral values and goals are regarded as core or essential aspects of the self, “those aspects without which the individual would see himself or herself to be radically different” (Blasi, 1984 p131). In their seminal work on the development of self-understanding through childhood and adolescence, Damon and Hart (1988) found that moral qualities such as honesty and loyalty did not become a part of study participants’ self-definitions until they reached adolescence. This study hopes to move in a different direction to past studies by focusing on the relationship between moral development and the factors; identity formation and parental influences while still making use of hypothetical dilemmas. Kohlberg believed that moral development, like cognitive development, follows a series of stages.He used the idea of moral dilemmas—stories that present conflicting ideas about two moral values—to teach 10 to 16 year-old boys about morality and values. Identity formation: Identity formation entails an attempt to identify or create an adequate degree of consistency to substantiate construing the self as singular (Head, 1997). To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! This study aims to examine the hypotheses that: Moral development and identity formation in adolescence are significantly related, Moral development increases as identity formation increases, Parental practices (such as parental warmth, parental interaction, discipline, and parental role models) significantly influence moral development in adolescence, Social influences significantly influence moral development in adolescence. Nevertheless, in recent years there has been a significant quantity of research where adolescents have been asked to reason about real-life instead of hypothetical moral dilemmas. Consequently, if one’s value system and behaviour code, which govern moral reasoning and resultant behaviour, are to any great extent shaped during adolescence and influenced by the individual’s identity, the period of adolescence becomes an important and sensitive one with regards to moral development. In fact, researchers in moral development have been especially attracted to longitudinal, correlation designs. Their various combinations yield for identity statuses. This study thus proposes a mixed methods approach to the study of moral development and identity formation. As adolescents’ cognitive, emotional, and social development continue to mature, their understanding of morality expands and their behavior becomes more closely aligned with their values and beliefs. Along with the search for identity comes the struggle for independence. Adolescence is an amazing period of growth spanning the ages of 12-24 years old. Weird & Wacky, Copyright © 2021 HowStuffWorks, a division of InfoSpace Holdings, LLC, a System1 Company. age-segregated. Not to mention the powerful effect that the media, in the form of the internet, magazines or television, on developing adolescents has in providing further and unique socialization experiences which cannot be ignored. This time divides again between early adolescence (11 – 14 years), the mid-adolescence (15-17 years) and late adolescence (18 – 21 years). An individual’s ability to sympathize with others’ distress develops in late childhood or early adolescence, this in turn is based on early adolescence’s newfound ability to perceive others as having ongoing personal identities and life experiences beyond the immediate situations. These include; community service, extracurricular activities as well as driving, smoking, alcohol etc. Early, prepubescent changes occur when the secondary sexual characteristics appear. begins during adolescence. Moreover, when participants are adolescents the collection of data by observation becomes difficult, as adolescents are unlikely to exhibit their typical behaviour when they are aware that they are being watched. They may never have explored alternatives or may have found the task too threatening and overwhelming (Berk, 2009). Walker, Pitts, Hennig, and Matsuba’s (1995) research on moral judgement using Kohlberg’s stages, concluded that there was no considerable difference between 16- to 19-year-olds’ moral reasoning about real-life moral conflicts and 18- to 25-year-olds’ reasoning, although 35- to 48-year-olds and 65- to 84-year-olds reasoned at higher levels than did the two younger groups. In each of the eight stages of life he presents, there are conflicts, challenges and crises to be resolved. Gilligan's Theory of Moral Development in Adolescent Girls Assess critiques of Kohlberg's theory based on race and gender. The third status proposed by Marcia is identity foreclosure, where individuals have committed themselves to values and goals without exploring alternatives. However, the study of adolescents posits other factors of change which deserve recognition. Registered Data Controller No: Z1821391. Girls: Girls may begin to develop breast buds as early as 8 years old. It was imperative to see how different theorists point out their views about moral development and identity formation, as well as its implications. Study for free with our range of university lectures! Adolescents can shift moods rapidly, vacillating between happiness and distress and self-confidence and worry. Info: 5499 words (22 pages) Essay The period of physical changes to sex characteristics that marks the beginning of adolescence in males and females is. There are several approaches to the study of moral development, which are categorized in a variety of ways. Late Adolescence. VAT Registration No: 842417633. In this devel… Hart and Carlo, (2005), highlight that the bulk of research on the influences of morality on adolescents has been focused on moral cognitions and socialization agents, principally parental influences, as contributed by cognitive developmental and moral socialization theories. Nevertheless, Hart and Carlo (2005) encourage the use of methodological pluralism, as they explain that even well-designed correlational, longitudinal studies cannot on their own answer all questions of interest. However, during the early adolescent period, peers have a much greater influence. Other studies have elicited adolescents’ narratives concerning their lives, as, but the bulk of research undeniably makes use of self-reports as their primary sources of data, as these are generally valid and reliable indicators of attitudes, behaviour, beliefs, and other psychological attributes (Hart & Carlo, 2005). Based on his longitudinal study, Kohlberg then proposed that moral judgements develops through a series of six universal, sequential, and hierarchical stages of progressively more differentiated and integrated concepts of justice, which comprised of three main levels of moral development; the pre-conventional, conventional and post-conventional levels (Kohlberg, 1981). Lastly, “changes in the quality of moral reasoning and in the probability of sympathetic responding during adolescence have been conceptually linked to the development of altruistic tendencies,” (Eisenberg et.