The Youth Charter: towards the formation of adolescent moral identity

Damon, William; Gregory, Anne

doi:10.1080/0305724970260201

Cited by 53 publications

(41 citation statements)

References 7 publications

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“…Moral values develop when young people reason about the issues that stir their empathy, for example, by seeking to understand the underlying injustice causing the homelessness they see in their neighborhood (Hoffman, 2000). Throughout adolescence, these emergent moral values shape moral identity (Damon & Gregory, 1997), as this is the time in life when values exploration results in identity formation (Erikson 1968;Marcia, 1966). Purpose can develop when young people reflect on their emerging moral values and set intentions to act on those values to be consistent with their forming identity.…”

Section: Purpose Developmentmentioning

confidence: 99%

Civic purpose in late adolescence: Factors that prevent decline in civic engagement after high school.

Malin

Han

Liauw

2017

Developmental Psychology

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This study investigated the effects of internal and demographic variables on civic development in late adolescence using the construct civic purpose. We conducted surveys on civic engagement with 480 high school seniors, and surveyed them again two years later. Using multivariate regression and linear mixed models, we tested the main effects of civic purpose dimensions (beyond-the-self motivation, future civic intention), ethnicity, and education on civic development from Time 1 to Time 2. Results showed that while there is an overall decrease in civic engagement in the transition out of high school, both internal and social factors protected participants from steep civic decline. Interaction effects varied. Ethnicity and education interacted in different ways with the dimensions of civic purpose to predict change in traditional and expressive political engagement, and community service engagement.Key Words: Civic Development; Adolescence; Purpose; Political Development This article may not exactly replicate the authoritative document published in the APA journal. It is not the copy of record. The final version of the formation publication will be available at the Developmental Psychology webpage.Malin, H., Han, H., & Liauw, I. (in press). Civic purpose in late adolescence: Factors that prevent decline in civic engagement after high school. Developmental Psychology. Civic Development in Late Adolescence 2The depressed state of civic engagement in the United States is well-established (for example, see National Conference on Citizenship, 2009;Putnam, 2000). The question of how people become committed civic actors has been a concern of developmental psychologists for some time, especially among those who study adolescent civic development (e.g., Flanagan & Levine, 2010;Hart, Donnelly, Youniss, & Atkins, 2007;Youniss, McLellan, & Yates, 1997).Adulthood civic commitment is generally precipitated by participation in civic activity during adolescence (e.g. Hart et al., 2007;McFarland & Thomas, 2006; Nasir & Kirshner, 2003;Youniss & Yates, 1999), however, the connection between high school civic engagement and patterns of civic commitment among adults in the United States is not clear. Although community service requirements in high school get adolescents engaged in civic life and correlate with later participation in both political and community activity (Hart et al., 2007), there is significant decline in civic engagement from high school into early adulthood (e.g., Kirby, Kawashima-Ginsberg, & Godsay, 2011). This transition is a vulnerable time for civic development, when many young people lose the path to civic commitment that they had started on in the structured environment of high school.Civic educators need to better understand why some adolescents sustain their civic engagement into adulthood, and under what circumstances, so that the supports and opportunities that promote sustained civic commitment can be offered accordingly. In this article, we examine the factors that influence the trajectory of ci...

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Section: Purpose Developmentmentioning

confidence: 99%

Civic purpose in late adolescence: Factors that prevent decline in civic engagement after high school.

Malin

Han

Liauw

2017

Developmental Psychology

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“…The existence of young people's care for self (Damon, 1984) is thus a form of moral capital. Damon and Gregory (1997) suggest communities should capitalise on these dispositions to goodness by providing youth with common expectations in the form of a youth charter.…”

Section: S Swartz What 'Capital' Is Needed To Be Good?mentioning

confidence: 99%

‘Moral ecology’ and ‘moral capital’: tools towards a sociology of moral education from a South African ethnography

Swartz¹

2010

Journal of Moral Education

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Journal of Moral Education Vol. 39, No. 3, September 2010, pp. 305-327 ISSN 0305-7240 (print)Research and pedagogy in the field of morality and moral education has long been dominated by philosophical and psychological disciplines. Although sociological studies and theorising in the field have not been absent, it has been limited and non-systematic. Drawing on a study that investigated the lived morality of a group of young South Africans growing up in the aftermath of Apartheid and in the townships of Cape Town, this paper surveys the historical contribution made by sociologists to the study of morality and introduces two sociological notions of importance to moral education research and practice: 'moral ecology' and 'moral capital'. Employing Bronfenbrenner's ecological systems theory it describes the moral life as an ecology of interconnecting systems, complex antinomies, diverse codes, multiple positionings, discordant processes and competing influences, over time and on multiple levels. Moral capital, draws on Bourdieu's work on capitals and is described in two ways. First, as a dialectic, such that young people living in poverty identify how being 'good' can be translated into economic capital, which in turn enables them to remain 'good'. Second, it asks, what are the necessary elements of moral capital that young people need in order to be good and so attain the economic future to which they aspire? The paper concludes by noting how a sociology of moral education contributes to understanding the relationship between poverty and morality, including the social reproduction of morality; and its relevance for moral education research and practice.

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“…Scholars have called attention to the social and cultural influences on moral psychology [20,29] and have questioned how stable or malleable moral identity may be. Moral identity is defined as a commitment consistent with a sense of self to lines of action that promote or protect the welfare of others [9,11,22]. Although, moral identity may seem like a stable construct, it has been found to fluctuate with contexts and situations.…”

Section: Introductionmentioning

confidence: 99%

Morality in Tele-immersive Environments

Segovia

Bailenson

Monin

2009

Proceedings of the 2nd International ICST Conference on Immersive Telecommunications

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Humans are spending an increasing amount of time in teleimmersive environments interacting with avatars or virtual human bodies. Additionally, human behavior and cognition are affected by experiences in tele-immersive environments. Although there is substantial psychological work surrounding the notion of morality, there is little work that examines the interplay of immersive digital environments and the moral identity of the digital medium user. We conducted a study to explore how participants' moral behaviors and self-ratings of morality changed after immersion in either a moral or immoral tele-immersive environment. Results revealed that participants who witnessed the immoral scenarios felt and acted more immoral than participants in the moral scenario condition. These findings have important implications for understanding the effects of digital media as well as for the study of the psychological construct of moral identity.

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The Youth Charter: towards the formation of adolescent moral identity

Cited by 53 publications

References 7 publications

Civic purpose in late adolescence: Factors that prevent decline in civic engagement after high school.

Civic purpose in late adolescence: Factors that prevent decline in civic engagement after high school.

‘Moral ecology’ and ‘moral capital’: tools towards a sociology of moral education from a South African ethnography

Morality in Tele-immersive Environments

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