lOMoARcPSD|13797853
HRPYC81 Project 4805 3 October 2019
4550-409-1
Module: HRPYC81
Research Project 4805
Assignment number: 27
Title: Identity as Determinant in the Moral Development of South African Adolescents
Surname: __________
Student number: ______
Examination period: October/November 2019
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, lOMoARcPSD|13797853
HRPYC81 Project 4805 3 October 2019
4550-409-1
CONTENTS
Introduction
Moral development during adolescence ……………………………………. p. 2
Cognitive-developmental perspective ………………………………………. p. 3
Kohlberg’s stages of moral development …………………………………… p. 3
Kohlberg: A critical evaluation ……………………………………………... p. 4
Moral identity ………………………………………………………………. p. 5
Age …………………………………………………………………………. p. 7
Parental support of autonomy and value internalisation ……………………. p. 7
Research methodology
Sampling strategy and sample ……………………………………………… p. 8
Data collection procedures …………………………………………………. p. 11
Measuring instruments ……………………………………………………… p. 12
Data analysis ………………………………………………………………... p. 15
Ethical considerations ………………………………………………………. p. 16
Results …………………………………………………………………………. p. 17
Discussion and conclusion ……………………………………………………. p. 20
Reference list …………………………………………………………………. p.
Appendix ………………………………………………………………………. p.
Plagiarism declaration ………………………………………………………... p.
ii
, lOMoARcPSD|13797853
HRPYC81 Project 4805 3 October 2019
4550-409-1
Identity as Determinant in the Moral Development of South African
Adolescents
Abstract
The morality of adolescents has become an increasing concern for many institutions, including
families, education, health, and safety. The aim of this study was to explore a possible
relationship between moral development and identity development among South African
adolescents. Additional constructs were examined as possible influences on moral
development, namely age, parental support of autonomy, and values. Significant findings could
potentially aid in interventional efforts to promote identity development and moral maturity in
adolescents. Based on previous findings, the researcher hypothesised a co-occurrence of the
level of development between moral reasoning and the respective constructs. A mixed methods
research design was employed with a sample of 1813 subjects between the ages of 11 and 20.
The Reasons for Action questionnaire was administered to measure the level of moral
reasoning. A questionnaire based on Erikson’s theory of personality was utilized to measure
the level of identity development. The Pearson correlation coefficient results showed a very
weak negative correlation between moral reasoning and identity development (r = -.067; p =
0.05), and no significant correlations between moral reasoning and the additional constructs
were found, therefore the hypotheses were rejected.
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, lOMoARcPSD|13797853
HRPYC81 Project 4805 3 October 2019
4550-409-1
MORAL DEVELOPMENT DURING ADOLESCENCE
Morality has been investigated as a principle of guiding human behaviour since before the
emergence of psychology. Berk (2013) notes how morality is cross-culturally promoted by an
overarching social organization that stipulates rules for good behaviour. To date, a plethora of
research has been conducted on the nature of morality, and the influencing factors offered as
explanation for its formation; which begs the question of why morality has retained its
magnetism as a topic, despite its maturity in the field of social sciences.
Hart and Carlo (2005) depict the political force that propels further investigation into moral
development, as stemming from the popular, albeit inaccurate, opinion that contemporary
adolescents are morally deficient. The perceived threat posed to modern youth by this
shortcoming, sustains academic attention among policy makers and researchers. Furthermore,
the colleagues postulate how a better understanding of the correlates of moral development can
aid in the control of such influences, resulting in a more desirable level of morality. While
some key components of morality emerge early in the ontogeny, more significant development
occurs during the adolescent stage that sets the stage for morality in adulthood (Killen &
Smetana, 2015; Hart & Carlo, 2005). Various psychosocial factors such as values, religio-
spiritual orientation, institutional affiliations and personality have been shown to interact with
and influence moral development throughout the lifespan (Varghese & Raj, 2014).
Research problem
The purpose of the current study stemmed from an increasing concern about morality among
South African adolescents, and how proactive interventions could be implemented to foster
moral behaviour in children. In order to capitalise on adolescence as an opportunity for moral
intervention, further investigation is required to determine the salient factors that influence and
determine moral reasoning. From the viewpoint of this study, morality can be better addressed
when understood in the context of biographical and psychosocial contexts. The construct is not
independent of these factors and cannot be considered in isolation of these individual
differences. In search for possible relationships between the constructs of morality, identity,
age, parental influence and values, this study adopted Lawrence Kohlberg’s stage-based theory
of moral development in childhood.
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