Psychological and Social Research Sample
The role of social identity theory on moral development of young adults
Introduction
Every parent wishes that their children always do the right thing, but there are certain things that can be done to encourage them on a regular basis, such as modelling acceptable behaviour. However, although every parent wishes that their children will always do the right thing, there are certain things that can be done to help them do so on a continuous basis, such as modelling good behaviour. However, despite the fact that ethical lectures and readings bring unquestionable benefits to students, it is unclear whether or not students would be motivated to study only for the sake of learning if they were required to do so. Creating a moral identity based on one’s character becomes more obvious as children get older, and it becomes even more crucial as they grow older that one aid them in developing a moral identity that they can take with them for the rest of their life (Arli,2021).
Background
Spending the required time and effort on developing a moral identity that will last a lifetime is essential. It is substantially more likely that a person will do the right thing and act in line with their moral self-perception when they put out the required effort to establish their moral identity. A growing body of evidence suggests that young people’s participation in ethical activities and organisations, together with the presence of ethical role models, may all contribute to the development of a moral identity.
A high-level overview of the project’s objectives, as well as a description of the research subjects that will be researched, are provided in the parts that follow.
Theoretical study plan
As a result of our interactions with ourselves and others, as well as our relationships with other individuals in our life, we are able to understand ourselves and others. A person’s social identity and worldview are most likely to be modified at this period of life (adolescence), especially if the individual is prepared to make the shift from childhood to adulthood
After doing a review of the research, we will investigate how one’s moral identity may become increasingly significant in decision-making through time, and we will provide some recommendations as a consequence of our conclusions.
It is throughout the course of adolescence that adolescents’ moral identities are created.
The second question asks, “How can role models aid in the construction of a strong moral identity and the natural desire to do the right thing?” “How can role models assist in the formation of a strong moral identity and the natural want to do the right thing?” Specifically, the researcher is interested in “how role models might contribute in the formation of a strong moral identity and the natural drive to do the right thing.” The researcher is especially interested in “how role models might aid in the development of a strong moral identity and the natural drive to do the right thing.” According to the second question, early exposure to positive role models helps children and adolescents build a strong moral identity as well as an inner drive to do the right thing while they are still in the early stages of their development, according to the second question.
Literature review
It is crucial to take into account the social constructivist theory, which is an important paradigm to study, in order to have a better understanding of the development of social identity. It is proposed that the identity theory, the social learning theory, self-perception theory, and the just community approach to character development are all taken into account in this research.
Ability to differentiate oneself from the throng is very important in today’s world.
Sense identity
It is widely thought that a person’s sense of identity has a significant impact on his or her interests and behaviours, as well as on their ability to function in society. Identities are developed through time, according to the social constructivist Alexander Wendt (1992), and each individual has a number of different identities, each of which has a specific strength. The way a person interacts with other members of the community must be taken into consideration while evaluating their social identity in order to be appropriately appraised (Wendt, I992). Conformity with community norms, according to Peter Katzenstein (1996), is defined as a collection of similar attitudes and expectations about how members of a community should respond in certain circumstances. Among other things, human identities are built on a foundation of moral and ethical principles and standards, with behaviour moulded by these principles and standards, as well as by a person’s religious and philosophical beliefs and values.
It is essential for a person to recognise and comprehend his or her moral identity in order to perform well.
Components
Blasi (2005) describes willpower, integrity, and moral desire as the three components of moral identity. These three components are intertwined in the human experience of being alive, according to Blasi, and are interwoven in the human experience of being alive. Aquino and Freeman (2008) defined it as “the desire to be consistent in one’s ethical identity and behaviour,” which is the definition that will be utilised this year. It was first proposed by Shao, Aquino, and Freeman (2008). As a result, they identified one of the most fundamental connections between ethical identity and ethical behaviour that has been revealed in the field’s history to date. (Take, for example, the following: (pp. 515:516). “Social responsiveness to the needs of others” is one of the most basic explanations of moral identity, according to Karl Aquino and Americus Reed, and is one of the most fundamental explanations of moral identity. According to them, this explanation may be used to every event at any time without limitation (2002, p. 1433).
Moral conceptions
Moral conceptions may be divided into two main groups according to the philosophical foundations on which they are built in terms of philosophy. When it comes to philosophy, concepts of morality can be divided into two fundamental groups according to their philosophical underpinnings. Participants in the first group believe in social cognition, but those who believe in individual characteristics fall into the second category believe in individual characteristics.
Positive and negative reinforcement are examples of social signals that can influence self-concept. According to this definition, a “functional self-concept” is one where a person’s self-concept is represented by a range of representations that are activated by a variety of social signals such as positive and negative reinforcement (Shao, Aquino, & Freeman, 2008, p. 518). Maintaining one’s sense of self and one’s sense of belonging, as the main character describes it, is critical to one’s sense of self and one’s sense of belonging (Shao et al., 2008). Knowing one’s moral self well and believing in it may be a powerful motivation, particularly if one feels that one’s moral self will not be destroyed, which can be a powerful motivator in and of itself. There is a significant degree of motivation to act in accordance with the self-image that has been developed as a result of this. When it comes to one’s moral identity, one’s self-concept must be strong and ethically sound in order to serve as a guide for one’s actions when it comes to moral identity.
Moral identities
Moral identities serve as a major source of self-definition for some individuals, while moral identities serve as a secondary source of self-definition for others, according to Aquino and Freeman (2008). According to the authors, the dedication of these people is not influenced by their surroundings or by social signals that they are exposed to on a regular basis in their daily lives, as is often believed. Many individuals think that having the capacity to do the right thing is highly crucial in order to retain their sense of self-worth and dignity. In many people’s minds, the capacity to do the right thing is highly crucial in order to keep one’s sense of dignity. Making the appropriate decision is critical to maintaining one’s sense of self-respect. The fulfilment of this condition allows individuals to identify themselves in ways that are separate from their religious beliefs, as well as in ways that are distinct from their religious views. Additionally, those who satisfy this condition are permitted to represent themselves in non-religious terms, in addition to expressing their religious views and practises. Maintaining a minimal minimum of personal cleanliness is more important to them than feeling like they belong to a particular community or ethnic group of people, according to research. This research found that those who have weak moral identities are more prone than those who have strong moral identities to change their behaviour as a consequence of social signals and pressures, such as that exerted by peers. According to a growing body of scientific research, the effect of role models may benefit people in developing a permanent moral self and strengthening their sense of moral importance throughout their lives as they go through their lives. This is particularly true for children and teenagers (Hardy2011).
Developing sense
When it comes to developing one’s sense of self, a variety of factors are taken into consideration, including: This kind of influence may be exerted by a range of sources, including family, peers, and the surrounding environment, among others. As a result of using interpretive phenomenological pattern and grounded theory surveys with maximum variation and concentrated sampling, Telzer (2018) were able to gather data over an extended period of time, which was previously unattainable. They only realised they had the ability to gather data for an extended length of time when ideas began to come on a frequent enough level that they could begin to produce tangible results as a result of their efforts. Students between the ages of 20 and 25 were studied, and it was discovered that the influences of family and friends, as well as the influences of society at large – including local culture, religion, and the university – had an impact on their development of self-worth, social responsibility, and a sense of belonging during their formative years (Muldoon, 2019).
Role modelling, according to the conclusions of a research done by Jacobson,, is a significant component in the formation of young people’s identities (2019, p. 856). It is important to give this issue careful analysis and attention since it has the greatest potential to have the most impact on a person’s moral identity when stated by a single individual.
In a number of recent studies, it has been shown that ethical role models have a significant influence on students’ views and behaviours, particularly in high school.
Theories and models
Stott, (2018) investigated how opinions about ethical leadership changed as a consequence of exposure to ethical role models, which they conducted as part of a research to test Albert Bandura’s social learning theory (2012, pp. 587–588; see also Bandura and Trevino, 2012). The researchers found that there was a correlation between those who were raised by moral role models and the people who went on to demonstrate moral behaviour in their leadership positions as a result of the findings of their study. The interviews were conducted as part of an investigation on ethical leadership at a large multinational business, with a total of 217 supervisors and 659 direct subordinates being interviewed. When supervisors serve as ethical role models for their subordinates, according to the findings of the research, they will get better evaluations for their ethical leadership traits than they would otherwise receive. This factor is taken into account while doing research so that the results of a study may be evaluated (2012, p. 587).
It has been shown that having role models from infancy until the end of one’s professional life, as evidenced in the case of senior leaders who have grown up with them, is associated with ethical leadership (Van Bavel,, 2018, p. 587). It has been discovered that exposure to moral role models has an important role in the formation of a young adult’s moral identity, according to the findings of this study. Thus, as a result of the new connections that are made over one’s professional lifetime, it becomes vital to transform one’s moral identity.
Individuals who look up to role models enjoy the advantages of the acts they do on their own behalf, which they then use as an example to encourage others to follow in their footsteps. Role models themselves reap the benefits of their actions on their own behalf. The acts that role models engage in on their own behalf result in advantages for the role models themselves. As a result of the actions they take on their own behalf, kids get a stronger sense of self, and they not only learn from their experiences, but they also gain more confidence in themselves. According to the significant study findings “The Self Perception Theory,” developed by Ruodan Shao and Karl Aquino, states that people get information about their own identities from their own actions and behaviours, as described in their seminal paper “The Self Perception Theory.” They are three of the most gifted people on the planet, together with Karl Aquino and Dan Freeman. Dan Freeman is also a part of the group, which also includes Ruodan Shao and Karl Aquino (2008, p. 525). Several studies on the subject have shown that participation in ethical activities and organisations, as well as paying attention to moral problems, may all contribute to the development of a person’s moral self-perception (Shao, Aquino, & Freeman, 2008, p. 525). Since ethical conduct serves to reinforce one’s own moral character, adolescents have the ability to either improve or lessen their sense of moral self. [page numbering is from the original.] It is possible that this self-reinforcement will be beneficial or detrimental to the person, depending on the scenario.
Concerning factors
A source of concern for them is the absence of empirical data related to comprehensive programmes that concentrate on long-term moral commitments in children and adolescents, which they feel should be addressed as a matter of priority. As Shao, Aquino, and Freeman point out, there has been a shortage of study into comprehensive programmes that concentrate on long-term moral commitments in children and adolescents, and this has resulted in a scarcity of research into comprehensive programmes. Moreover, they assert that there has been a scarcity of data to support their findings concerning the efficacy of such interventions (2008, p. 527). In order to evaluate if programmes that put a heavy emphasis on moral identity and character development have a direct influence on students’ academic success as well as their general well-being, more research has to be conducted in this area.
Because the variables that influence a person’s feeling of moral value and inner desire to live up to one’s moral convictions are not fully understood, this has severe consequences for the individual in question, as previously stated. Consequently, Identity theory and its implications, according to Jan Stets and Michael Carter (2011), may hold the key to solving this challenge. People’s behaviours are influenced by their identities in such a way that the meanings of their acts are consistent with the standards and values that they hold in their hearts and minds, according to the notion of identity.
Individuals will benefit the most by refraining from engaging in behaviours that are inconsistent with the essential meanings of their identities since they will be less likely to experience unpleasant feelings. In turn, as a consequence of this occurrence, people will be more inclined to behave in ways that are more consistent with the norms and values of their own cultures. When determining whether or not their hypothesised identification hypothesis was true, Stets and Carter relied on the outcomes of a survey, as well as the results of a laboratory experiment. According to the results, participants in the study had negative sentiments on a regular basis as a result of a “discrepancy in identity,” which the researchers identified while conducting their research (2011).
Comparison of literature
A large part of this is due to the sensations that young people have when they compare themselves to the individuals they want to be like, and this has an influence on their actions, whether they are good or bad.
The capacity of a person to form a strong moral and character-based identity has the potential to have a significant positive influence on society while also being very helpful to the individual. According to the outcomes of their investigation, on average, they observed that the participants had given 80 percent more gifts for every unit of enhanced internalisation of moral beliefs than they had previously contributed during the course of their evaluation. Aquino and Reed believe they were able to arrive at this conclusion because they performed their research in a more formal environment than they would have done in any other circumstance (2002, p. 1436). According to the findings of a recent research, persons who have a lower moral identity are more likely than those who have a higher moral identity to lie during business meetings, and this is particularly true when it comes to money transactions. According to the results of a research conducted by Leven, “self-perception” was the most crucial factor in young people’s choice to come out about their sexual orientation (2019, p. 855). Those who had a high degree of internalisation of moral ideals were significantly less likely than those who did not to respond negatively toward customers when they were dissatisfied, according to the findings of the study (for more information, see Shao et al. 2008, pp 531–532) than those who did not (for more information, see Shao et al. 2008, pp 531–532). According to the findings of this study, persons who have a strong sense of moral identity are more likely to behave in a manner that is consistent with their values and to do what they believe is right than those who do not.
According to the findings of a study conducted by the University of Pennsylvania, persons who have strong moral and character-based identities are more likely than those who do not have these characteristics to seek leadership positions in moral organisations. An association was discovered between individual group leaders’ scores on the internalisation and symbolization dimensions of moral identity and the ethical leadership actions reported by their subordinates, whereas an association was discovered between “unit level” unethical behaviour and “relational conflict” and the leader’s score on these dimensions.
Findings from literature
According to the findings of two separate studies involving two different populations, it has been demonstrated that a leader’s moral identity has an impact on societal norms, which in turn contribute to the development of a more ethical society as a result of the leader’s moral identity being reinforced.
A number of recent studies have shown that people who see “exemplary moral behaviour” may feel a “state of elevation,” which may lead to their showing higher levels of moral behaviour in the future. This is consistent with previous research. The value of moral exemplifiers, or persons who exhibit moral behaviour, in terms of persuading others to follow in their footsteps cannot be overstated in this particular case, given the circumstances. Role models have the extra responsibility of pressuring others to replicate their own ethical behaviour and strong moral identity, in addition to urging others to emulate their own ethical behaviour and strong moral identity themselves.
Gap in literature
This area should make use of the findings of the just society approach in order to assist children in developing a strong sense of moral identity as well as a strong sense of self, as advocated by the Just Society Approach. If a person does not have access to a structured organisation or activity, a mentorship programme or the availability of role models may be made available in order to bridge the gap between them and others. We hope that our project will be beneficial to those who do not have access to a formalised organisation or activity. We should consider ourselves to be role models for other people in our communities, and we should consider ourselves to be amazing examples for other people in our communities, and we should consider ourselves to be beautiful examples for other people in our communities, for the benefit of others in our communities.
The unfortunate reality is that informal mentoring, which may be defined as adult engagement that goes above and beyond their ordinary social obligations in order to exhibit a distinct interest in the lives of our children and adolescents, has received little scientific attention to yet
In the end, Veronica Fruiht and Laura Wray-findings, two of Lake’s researchers who finished their examination, came to the following conclusion: According to studies, educational performance among student populations is higher in organisations that encourage teachers and other individuals to mentor their students than in other organisations. This is true regardless of the kind of organisation
Conclusion
Lance Erickson and colleagues (Steve McDonald and Glen Elder) conducted a study that demonstrated a robust, positive, and “statistically significant” link between having an informal mentor and achieving better grades in high school and college. The findings were published in the journal Psychological Science. The investigation was carried out by Lance Erickson, Steve McDonald, and Glen Elder, who were all working as researchers at the time of the investigation’s completion . Student’s who were less fortunate in terms of socioeconomic or personal resources were shown to be less likely than their more advantaged classmates to have informal mentors and to benefit from their relationships with them, according to the results of this research. Employees in the workforce, including as members of the military and law enforcement officials, are seen as role models by student athletes because of their ability to set a positive example in the fields in which they work. More study is required in order to have a more complete knowledge of the situation at hand.
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