Hello!

Good
afternoon!
I am Gwen Stefani Yahin
from Group 2.
I am here to discuss to you today some adolescent interests and the
different changes in morality during adolescence.

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 Some
adolescent
interests
 Some adolescent interests
 The reason of interests of  Girls’ interest during adolescence
adolescents depend upon their: are usually very different from
1. Sex boys’ interests.
2. Intelligence  As adolescence progresses, many of
3. Environment the interests that were carried over
4. Opportunities from childhood wane and are
5. Interests of their peers replaced by more mature interests
6. Innate Abilities and mature sense of values.
7. Interest of their families

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 1.
RECREATION
AL
INTERESTS
RECREATIONAL INTERESTS
 The childish form of play disappear.
 When early adolescence comes to a close, the individual’s recreational
pattern is much the same as it will be during the latter part of adolescence
and the early years of adulthood.
 Adolescence limits the number of individual’s activities.

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 RECREATIONAL INTERESTS
OF ADOLESCENTS
Games &
Sports Traveling Dancing Movies Television

Relaxing Hobbies Reading Radio & Daydreaming

Records

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 2.
SOCIAL
INTERESTS
 SOCIAL INTERESTS
 Social interests depend partly on what opportunities adolescents have to
develop such interests and partly on how popular they are with members of
the peer group.

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 INTERESTS OF
ADOLESCENTS
CONVERSATIONS DRINKING DRUGS PARTIES
1 3 5 7

2 4 6

HELPING WORLD CRITICISM &

OTHERS AFFAIRS REFORM
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 3.
PERSONAL
INTERESTS
 PERSONAL INTERESTS
 Interest in themselves is the strongest interest young adults have.
 Partly because they realize that their social acceptance is markedly
influenced by their:
1. General appearance
2. Material possessions
3. Independence
4. School
5. Social affiliations

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 INTERESTS OF
ADOLESCENTS
INTEREST IN INTEREST IN APPEARANCE INTEREST IN
ACHIEVEMENTS INTERDEPENDENC
“As children develop, the appearance E
- Achievements they present –especially to their peers –is a
bring personal strong indication of their interest in - A strong desire for
satisfaction as well as socialization.” interdependence
social recognition. Keman develops in early
adolescence and reaches
INTEREST IN CLOTHES INTEREST IN a peak as this period
MONEY draws to a close that
“One of the primary requirements of further leads to many
clothing for the young adolescent is that their clashes with parents and
- Adolescents other adults in authority.
clothing meets the approval of the peer discovers that money
group.” is the key to
Ryan independence.
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 4.
EDUCATIONA
L INTERESTS
EDUCATIONAL INTERESTS
 Young adolescents who want to popular with their peers must avoid creating
the impression that they are “brains”.
 The attitude of older adolescents toward education are greatly influenced by
their vocational interests.

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EDUCATIONAL INTERESTS
 Factors influencing adolescent attitudes toward education:
1. Peer attitudes
2. Parental attitudes
3. Grades
4. The relevance or practical value of various courses
5. Attitude toward teachers, administrators, and academic and
disciplinary policies.
6. Success in extracurricular activities.
7. Degree of social acceptance among classmates.

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 EDUCATIONAL INTERESTS
 Three types of adolescents who have little interest in education and who
usually dislike school:
1. Adolescents whose parents have unrealistically high aspirations for
their academic, athletic, or social achievements.
2. Adolescents who find little acceptance among their classmates.
3. Early maturers who feel conspicuously large among their classmates.

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 5.
VOCATIONAL
INTERESTS
 VOCATIONAL INTERESTS
 Boys and girls of high school age begin to think seriously about their future.
 By late adolescence, interest in a life-career has often become a source of
great concern.
 Because their attitudes toward vocations have gradually become more
realistic, most adolescents change their minds often about their future
occupations. Exploratory Stage

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 6.
RELIGIOUS
INTERESTS
 “YOUNGSTERS WANT TO
LEARN THEIR RELIGION ON
AN INTELLECTUAL BASIS
RATHER BY BLIND
ACCEPTANCE. THEY
QUESTION RELIGION NOT
BECAUSE THEY WANT TO
BECOME AGNOSTIC OR
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 PATTERN OF CHANGES IN
RELIGIOUS INTERESTS
Period of Religious Period of Religious Doubt
Awakening As a result of a critical
When adolescents prepare to examination of their childhood
join the church of their beliefs, adolescents often
parents, their interest in become skeptical of religious
religion is heightened. forms.

Period of Religious Reconstruction

Sooner or later, most adolescents feel the need of some religious faith, even though
they find their childhood faith no longer meets their needs.
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 7.
INTERESTS IN
STATUS
SYMBOLS
 INTEREST IN STATUS
SYMBOLS
 Status symbols are prestige symbols that tell other that the person who has
them superior or has higher status in the group than other group members.
 The most common tabooed pleasures adolescents engage in to symbolize
their near-adult status and their identity with the peer group are:
1. Premarital age
2. Smoking
3. Drinking
4. Use of different types of drugs

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CHANGES
IN
MORALITY
DURING
ADOLESCE
NCE
 CHANGES IN MORALITY
DURING ADOLESCENCE
 Adolescents are expected to replace the specific moral concepts of childhood
with general moral principles and to formulate these into a moral code which
will act as a guide to their behavior.
 By adolescence, boys and girls have reached the formal operations in
cognitive ability that allows them to consider all possible ways of solving a
particular problem and can reason on the basis of hypotheses or
propositions.

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 CHANGES IN MORALITY
DURING ADOLESCENCE
 According to Kohlberg, the third level of moral development,
postconventional morality, should be reached during adolescence.
 The two stages of self accepted principles:
1. The individual believes that there should be a flexibility in moral
beliefs to make it possible to modify and change moral standards if this
will be advantageous to group members as a whole.
2. Individuals conform to both social standards and to internalized ideals
to avoid self-condemnation rather than to avoid social censure.

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CHANGES IN
MORAL
CONCEPTS
 CHANGES IN MORAL
CONCEPTS
 Two conditions make the replacement of specific moral concepts with
generalized concepts of right and wrong more difficult than it should be.
1. Lack of guidance in learning how to generalize specific concepts.
2. The kind of discipline the adolescent is subjected to at home and in
school.

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BUILDING A
MORAL
CODE
BUILDING A MORAL CODE
 Adolescents now want to build their own moral codes on the basis of concepts
of right and wrong which they have changed and modified to meet their
more mature level of development and which they have supplemented with
laws and rules learned from parents and teachers.

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 INNER
CONTROL
OF
BEHAVIOR
 INNER CONTROL OF
BEHAVIOR
 Adolescents must now assume responsibility for control over their own
behavior.
 While it was formerly believed that fear was the best deterrent to
wrongdoing, today it is recognized that “outer-controlled” sources of
motivation are effective only when there is a possibility that others will find
out about the misbehavior and punish those responsible for it.
 Studies of moral development have emphasized that the only effective way
people of any age can control their own behavior is through the development
of conscience.

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 THREE MAJOR TASKS IN ACHIEVING
ADULT MORALITY

1 2 3
Replacing specific Formulating these newly Assuming control over
concepts with general developed concepts into a one’s own behavior.
moral concepts. moral code as a guideline
for behavior.

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THANK YOU FOR
LISTENING!
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