Moral Identity and Developmental Theory

The notion that self-identity and morality are deeply implicated has long-standing roots in both ethical theory and psychology. In ethical theory it is evident in Harry Frankfurt's [1971] account of what it means to be a person: A person (as opposed to a wanton ) is someone who cares about morality. A person cares about the desirability of one's desires (second-order desires) and then wishes to will them all the way to action (second-order volitions). Similarly, Charles Taylor [1989] argued that identity is defined by reference to things that have significance for us. It is the result of strong evaluation about what is worthy or unworthy, and these discriminations are made against a horizon of significance that frames and constitutes who we are as persons. He writes, "My identity is defined by the commitments and identifications which provide the frame or horizon within which I can try to determine from case to case what is good or valuable, or what ought to be done or what I endorse or oppose" [Taylor, 1989, p. 27].

Handbook of Moral and Character Education, 2013

Recent theorizing in moral psychology extends rationalist models by calling attention to social and cultural influences . Six studies using adolescents, university students, and adults measured the associations among the self-importance of moral identity, moral cognitions, and behavior. The psychometric properties of the measure were assessed through an examination of the underlying factor structure (Study 1) and convergent, nomological, and discriminant validity analyses (Studies 2 and 3). The predictive validity of the instrument was assessed by examinations of the relationships among the self-importance of moral identity, various psychological outcomes, and behavior (Studies 4, 5, and 6). The results are discussed in terms of models of moral behavior, social identity measurement, and the need to consider moral self-conceptions in explaining moral conduct.

This research applies identity theory to understand the moral self. In identity theory, individuals act on the basis of their identity meanings, and they regulate the meanings of their behavior so that those meanings are consistent with their identity meanings. An inconsistency produces negative emotions and motivates individuals to behave differently to produce outcomes that will better match their identity meanings. A two-part survey and laboratory study were conducted to investigate the application of identity theory to the moral self. The findings are consistent with identity theory predictions. In the survey that addresses past experiences, we find that individuals' moral identity guides their behavior. When an identity discrepancy emerges between moral identity meanings and perceptions of themselves in a situation, negative feelings are experienced. These same effects are observed when these individuals are placed in an immediate moral dilemma in the laboratory. Overall, the results reveal how identity theory helps explain the individual as a moral entity.

Journal of Applied Developmental Psychology, 2005

Psychology of Learning and Motivation, 2009

This chapter was originally published in the book The Psychology of Learning and Motivation, Vol 50, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for noncommercial research and educational use including without limitation use in instruction at your institution, sending it to specific colleagues who know you, and providing a copy to your institution's administrator. All other uses, reproduction and distribution, including without limitation commercial reprints, selling or licensing copies or access, or posting on open internet sites, your personal or institution's website or repository, are prohibited. For exceptions, permission may be sought for such use through Elsevier's permissions site at:

Moral cognition and decision making, Vol. 50 of the Psychology of Learning and Motivation series , 2009

We review how the construct of the moral self has arisen within moral development theory and discuss the search for integrative linkages with other domains of psychology, including personality. Next, we describe moral personality and then programs and approaches to developing moral identity in children. Moral schema development and moral information processing research is outlined, including mapping expert-novice differences. Finally, we conclude with two emerging integrative theories, one on educational intervention for moral skill development and the other a neurobiological model of moral functioning which draws on evolutionary themes in the development of a moral brain.

Explorations in Moral Psychology, 2009