Moral Development, Self, and Identity

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However, those whose moral identity is less central to self-concept are not motivated to become involved in moral actions Aquino et al. According to the social-cognitive perspective, self-concept is a network of identity schemas. The influence of any identity encompassing the working self-concept allows access to moral schemas and behavioural scripts in any given situation.

When moral identity is accessible, a person describing themselves as a moral individual generates moral action. Therefore, situation and environmental factors influence the action of moral schemas and self-concept, and accessibility of moral schema. Schemas play key roles in instilling healthy moral identity in children. Schemas are the mental construction and representation related to an object and event in the mind. Schema appears and develops in interpersonal relationships and by observing others in social environments. Therefore, schema is formed through social interactions and open to change.

Moral schema emerges in social interactions. Social interactions, however, build up self and identity because responses to social environment lead to feedback related to the response of the individual. This feedback, in turn, constructs self and identity. In turn, as a result of social interaction, mental prototypes about how to behave and what is moral develop in the individual. Social experiences through either vicarious experience or direct experience build up behavioural scripts in memory that allow those behaviours to become more automatic and self-evaluative. This behaviour links moral affect to related schemas.

Global Self Esteem

This moral schema leads the individual to perform or avoid certain behaviour Reimer, Moral identity consists of three components of will power, moral desire, and integrity. Willpower is a motivation to cope with external and internal impediments in pursuing a long-term aim. Integrity allows integration of commitment to sense of self. Moral desires manage willpower and integrity, providing a framework in which action is significantly moral Blasi, Moral identity plays a crucial role in predicting and explaining moral action that it was defined in different ways and various models were developed for it.

Blasi developed a self-model that handled moral identity with moral judgement. The model developed by Atkins et al.

Therefore, the present study aims to develop a test which assesses the moral identity of primary school children. Learning related to moral behaviour has become crucial in school environments. Because not only are schools the places where cognitive abilities of students are improved, but also they are responsible to teach moral behaviours.

Moral identity of primary school children can be observed, measured, and monitored through moral identity. Consequently, a moral identity scale can be said to help teachers monitor moral behaviour of primary school children and evaluate classroom activities of learning outcomes for moral learning outcomes. The purpose of the study is to develop a performance test which yields reliable and valid results in measuring moral identity among primary school children.

Moral rules, moral behaviours, and moral principles are taken for granted in the socio-cultural environment. Therefore, semi-structured interviews were conducted with a primary school teacher and a parent to ruminate on and understand what a typical Turkish primary school child experiences and how he behaves during events which require moral judgement and moral action in home and school settings. In the semi-structured interview, the primary school teacher was asked to give examples of moral behaviour and immoral behaviour among their students. The same questions were asked to the parent.

Statements of the teacher and the parent functioned as a basis for situations in which primary school children conduct hypothetical thinking.

A literature review was carried out in order to give items a theoretical background. For this reason, Atkins et al. The literature review and statements of the primary school children and the parent enabled integration of fact and theory. As a result of the interviews and the literature review, 18 items were written.

Blasi argued that moral identity requires three components of willpower, moral desire, and integrity. In accordance with Blasi 's argument, it was decided that item responses would have three alternatives of "I warn", "I abstain", and "I don't care". Response of "I warn" to the items proves the existence of willpower, moral desire, and integrity. Response of "I abstain" to the items indicates the existence of moral desire but discloses a lack of willpower and integrity. Response of "I do not care" to the items is an indicator of deficiency of willpower, moral desire, and integrity.

Therefore, the response of "I warn" was given 3 points, the response of "I abstain" was scored with 2 points, and the response of "I do not care" was given 1 point. As a result of the objective construction of response alternatives, the MIT has maximal performance Cronbach, Therefore, it was decided that drawings which depict facial expressions related to "I warn", "I abstain", "I do not care" was added to the response alternatives of the Moral Identity Test.

As a result, response alternatives involve written expressions and visual expressions and written and visual stimuli were integrated for each of the 18 items. After integration of written and visual stimuli for response alternatives, test-construction was finalised and a draft of the MIT was created. Determining clarity in expression and theoretical relevance of items with phenomenon which is observed and measured is a key step in test development. Determining clarity in the expression of the items requires an expert of Turkish language while examination of the 18 items in terms of entails expert of primary education and moral education.

Identity as a Source of Moral Motivation

Therefore, the draft MIT was sent to five experts whose expertise is related to moral development, primary teaching, and Turkish language to determine whether it could assess the skills targeted, includes necessary elements of moral life, and has good clarity in Turkish. Two of them are expert on moral education, two of them are expert on Turkish language, and one of them is expert on primary education. After feedback was received from the experts, necessary corrections were made and the final draft of the MIT was created. The basic purpose of norming is to determine the normative group.

The Moral Identity Test MIT aims to assess the moral identity of primary school children whose ages range between 7 and 10 years. Therefore, the population of the study includes primary school children Additional file 1. Determining the target population is followed by selection of the sample. Cluster random sampling strategy was employed owing to the impossibility of listing all primary school children and lack of inclusion of age groups in the sample the same as the population Fraenkel et al.

Before data collection, official and ethical approval was taken from Provincial Directorate of National Education in Artvin, which is in northeast part of Turkey. Cluster sampling strategy was used to collect data due to the impossibility of random sampling, administrative difficulties, and listing all members in the population. Grades in primary school years were determined as reference unit.

Self Concept

Moreover, Turkey is such a large country that it is difficult to reach primary schools from all regions of it. Participants studying primary school grades were chosen. As a result of cluster sampling, primary school children were recruited. Of them, were included in validation studies and of them were recruited for exploratory factor analysis EFA , item analysis, reliability analysis, and item response theory IRT.

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One hundred eighty-nine As for distribution of the participant children to the age groups, primary school children fell into each of the age groups. The mean age of the sample was found as 8. Standardisation is the last stage in test development. The major aim of standardisation is to remove extraneous variables, which could influence test performance of the participating children. Schools were visited, and the aim of the study was explained to primary school children and their teachers. After they accepted voluntary participation in the study, a colour printed version of the MIT was given to them.

The MIT, its items, and response alternatives were explained to the participant primary school children.

Samenvatting

They were asked to follow instructions from the researchers, not to pass to the next items without instruction from the researchers, not to speak their responses so that they could think about the items and their responses, and avoid influencing each other or were influenced by any peers. As a result, testing conditions and procedures were kept as stable as possible. Overall, the participant children completed the test within 20 min.

Structural analysis and item response theory were used to construct the MIT. Item-total correlations, internal consistency, exploratory factor analysis, validation, and item response theory IRT were used to reveal structural characteristics of the MIT. Therefore, item analysis through corrected item-total correlation and item response were conducted to determine internal consistency and unidimensionality of the MIT. Item analysis through corrected-item total correlation helps to identify the items that do not correlate with the overall test and measure different dispositions or traits. Corrected item-total correlation analysis indicated that all of the items are correlated with the overall test score.

In other words, there is no item whose corrected item-total correlation is lower than. Therefore, it was decided to include 18 items in exploratory factor analysis. Results of item analysis are shown in Table 1. Exploratory factor analysis EFA allows identification of inter-correlated items and clusters them under the same constructs Field, KMO was found as.

Varimax rotation method was used because of the fact that varimax rotation makes factors more interpretable as clusters and disperses factor loadings. Eigenvalue was regarded as reference to decide the number of factors. EFA was conducted and it was observed that there were three factors whose eigenvalue is over 1. However, it was found that item 1, item 3, item 5, item 6, item 8, item 10, item 14, and item 16 were included in two factors due to the difference of less than 1.

These eight items were discarded from EFA while item 2, item 4, item 7, item 9, item 11, item 12, item 13, item 15, item 17, and item 18 were kept in EFA. EFA was carried out again and it was found that there is one factor whose eigenvalue is over 1. As a result, it was concluded that one-factor solution with ten items can identify a strong construct from the data.

It was also seen that factor loadings of the items vary between. The Cronbach's alpha coefficient indicates the reliability coefficient based on internal consistency. As a result of the analysis, the internal consistency coefficient of Cronbach alpha was found to be. EFA results and internal consistency analysis results are displayed in Table 2.

In order to test construct validity, a subtype of construct validity called convergent validity was examined. Convergent validity is a parameter which indicates the degree to which two measurements of constructs are related to each other. Emotional intelligence and moral identity are affective dimensions of personality. Development in one measure supports the other measurement. In other words, it can be theoretically claimed that children with high emotional intelligence score better in the MIT than children with lower emotional intelligence.

Based on the correlation analysis, the MIT has good convergent validity. Item analysis based on a classical test discloses a great deal about the items.

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