Moral Identity as Moral Ideal Self: Links to Adolescent Outcomes

It is predicted that beyond knowing what is morally right (moral judgment), people
tend to do the right thing if it plays an important role on the person that they individually are
(identity). The purpose of this study was to come up with a new conceptualization of moral
identity as a moral ideal self, to develop a measure of moral ideal self, to empirically assess
how the moral ideal self may vary across age and gender among adolescents, to investigate
how the moral ideal self predicts positive and negative behaviours among adolescents and to
test mediators of these connections.
The four main important elements involved in moral action consists of being sensitive
to moral situations, being competent at moral judgment, being motivated to do what is moral
and having the capacity to follow through it (Rest, 1983). Higher prosocial behaviour is
predictive with moral identity (Pratt, Hunsberger, Pance & Alisat, 2003) while lower
antisocial behaviour (Barriga, Morrison, Liau & Gibbs, 2001) among adolescents, and higher
prosocial behaviour (Aquino & Reed, 2002; Hardy, 2006) and lower health risk behaviors
(such as the use of alcohol and sexual risk taking; Hardy et al, 2013) among young adults.
As the moral and self-systems are more integrated, moral ideal self (a dimension of
moral identity) should heightened during the phase of adolescents. As issues with ideology
and morality becomes more obvious and stronger during adolescents, there is a tendency that
it might increasingly illuminate ideal selves with age (Dunkel & Anthis, 2001). In line with
that, possible selves are based more on family members and local role models (Oyserman &
James, 2011). Therefore it was hypothesized that late adolescents will show a stronger moral
ideal self than early adolescents.

This study consists of data from two different samples of adolescents and their parents
and they are the local school sample and the national online sample. In the local school

sample, a total of 510 adolescents, between the age of 10 to 18 took part. This part of the
study was divided into 3 phases. In the first phase, 200 participants were asked to list the
characteristics of a highly morale person according to what comes to their mind first. In the
second phase, 199 participants were given the list of 106 traits that were derived from the
first phase, and they were asked to rate each trait based on how well it exhibited a highly
morale person. In the third phase, participants from private and public schools (middle and
high school). Those who were interested in taking part were given a packet that included a
letter of explanation for parents, consent forms and parent report measures. Data was
collected via online during school hours. Adolescents completed reports on moral ideal self
and moral identity while parents completed reports on moral personality, altruism, aggression
and cheating.
As for the national online sample, a total of 383 adolescents between the ages of 15
and 18 participated. Parents with children between 15 and 18 years old were invited via
online. Once parents gave consent, their children were then directed to an online page called
Youth Assent to complete a survey. Parents also completed their own survey. Adolescents
completed reports on moral ideal self and moral identity internalization based on aspects of
identity, contingencies of self-worth and possible selves. On the other hand, parents
completed reports on outcomes, with regards to environmentalism, school engagement,
internalizing symptoms and externalizing symptoms.
Findings from this study suggests that one facet of moral identity may be the degree
to which one hopes to be a moral person. Besides that, the connection between moral ideal
self and adolescent outcomes was often mediated by adolescents sense of purpose and social
responsibility. This finding is one of the pioneer investigations in exhibiting moral identity
might lead to positive youth outcomes. It also suggests that purpose and social responsibility
might be an important element in motivating power of moral identity.

This study also contributed in identifying possible developmental patterns in moral

ideal self, which can enhance our thoughts about moral identity development in a wider
spectrum. This study also did not find evidence for developmental increases in moral ideal
self across adolescents as there were no age differences found.
One of the limitations of this study is that data were cross-sectional and correlational,
which limited the ability to form a causal link between moral ideal self and behaviours.
Secondly, all participants in this study were American adolescents, which limit the results to
be generalized across other cultures. Finally, there could have been a bias in parental reports.
In conclusion, this study has contributed to the moral identity theory and
measurement. Besides that, it has increased proof in the connection between moral identity
and morally relevant behaviours, and the importance of moral identity in adolescent
functioning.
Taiwanese adolescent cognitive autonomy and identity development: The relationship of
situational and agential factors
Taiwanese professionals have adopted information from Western communities in the
area of adolescent cognitive autonomy. This study takes into consideration of two separate
but related theoretical constructs that are essential in adolescent psychosocial development.
They are an adolescents search for a degree of cognititve autonomy (Yeh & Yang, 2006) and
a sense of individual identity (Erikson, 1963; Meeus, Iedema, Maassen & Engels, 2005).
The objective of this present study was to determine the degree to which situational
and agential factors predict psychosocial development outcomes among Taiwanese, after
controlling for gender differences. Examples of situational factors are social climate such as
economic, educational and family systems that limits an individuals behaviour (Cote, 1996).

On the other hand, agential factors include an individuals attitude, beliefs, interactions and
efforts towards achieving a goal.
Utilizing the cluster sampling method (stratified by location: urban vs rural), data was
collected from tenth to twelfth grade high school and vocational school students.
Adolescents cognitive autonomy was assessed by the Cognitive Autonomy and SelfEvaluation (CASE) inventory which was translated into Mandarin. Identity status was
assessed using the Modified Extended Objective Measure of Ego Identity Status scale
(Modified EOMEIS) by Akers, Jones & Coyl (1998). Cultural value affiliations, which is an
individualistic society versus a collectivistic society was measured using the IndividualismCollectivism Scale (INCOL). In addition to that, perceived social support from parents and
friends were measured separately by the Modified Inventory of Parent and Peer Attachment
(IPPA). The Psychosocial Inventory of Ego Strengths (PIES) was used to measure resiliency
as it represents the outcome of a dynamic process earlier stages of development to the
current stage that shows how an individual faces his or her challenges and adapts self to a
situation while keeping his/her psychosocial health and wellbeing in order (Markstrom et al.,
2000). Note that all inventories and surveys were translated into Mandarin before they were
administered. Family income was divided into 6 categories and they are: less than
NT$30,000, NT$30,00050,000, NT$50,00060,000, NT$60,00080,000, NT$80,000
100,000, and above NT$100,000.
Results showed that among all the factors present in this study, resiliency had the
most distinctive relationship with adolescent autonomy development and identity formation
among Taiwanese adolescents. However, the finding does not mean to suggest that Taiwan
should abandon collectivistic cultures and adopt the individualistic culture. It only creates an
opinion that individualism can free Taiwanese youths to take on many different roles and be

what they choose to be while maintaining social bond to prevent them from risky and deviant
behaviors (Le & Stockdale, 2005).
One of the main limitations of this study is that it did not have a specific culturally
appropriate instrument to measure a Taiwanese sample. Instead, this research relied on
Western instruments that were translated to Mandarin, and the reliability of translation
remains questionable.
As Taiwan is adapting more Western cultures in the process of globalization, it will be
beneficial to recognize the differences between Taiwanese and Western adolescents and work
on using their strengths to compensate for their weaknesses among Taiwanese youths.
Besides that, findings from this study can contribute to researchers who would like to apply
Western based models and theories to the development of Taiwanese adolescents.