2

Veritas College of Irosin

San Julian, Irosin, Sorsogon

FACTORS AFFECTING THE MORAL DEVELOPMENT OF AN

ADOLESCENT
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ABSTRACT

This paper discusses the factors affecting the moral development of an

adolescent. This is to determine how these factors influence their morality and how

huge their contributions are in shaping their moral principles. This study aims to

identify significant factors that contribute to the moral development of the younger

generation as this is practically related to recent issues, especially in politics. Through

observation and comprehensive interviews, the researchers successfully gathered the

needed information concerning the topic. The respondents of this study were

professionally inquired with related questions. The researchers assumed that parents

or family as the basic unit of the community and the first teachers at home were the

biggest contributors to the moral development of an adolescent. Through the

observations and interviews, the researchers found that distinct factors such as friends

or peers, society and culture, and religion are the biggest contributors as well. This

shows that outside factors should also be considered in describing an adolescent's

moral principles, just like the parents or family. This study recommends holding more

investigations and observations with a much greater number of respondents.

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TABLE OF CONTENTS

Title Page........................................................................................................................i
Acknowledgement..........................................................................................................1
Abstract..........................................................................................................................2
Table of Contents...........................................................................................................3

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Background of the study.................................................................................................4
Conceptual Framework..................................................................................................6
Conceptual Paradigm.....................................................................................................7
Statement of the Problem...............................................................................................8
Scope and Limitations....................................................................................................8
Significance of the Study...............................................................................................8
Definition of Terms........................................................................................................9

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDES
Related Literature.........................................................................................................10
Related Studies.............................................................................................................11

CHAPTER III
RESEARCH DESIGN AND METHODLOGY

Research Design and Methodology..............................................................................14

Participants of the Study...............................................................................................14
Research Instrument.....................................................................................................14
Data Gathering Procedure............................................................................................14

CHAPTER IV
PRESENTATION, ANALYSIS, AND PRESENTATION OF DATA
Profile of the Respondents...........................................................................................16
Problem 1.....................................................................................................................16
Problem 2.....................................................................................................................17
Problem 3.....................................................................................................................19
Findings........................................................................................................................20

CHAPTER V
SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings...................................................................................................21
Conclusion....................................................................................................................21
Recommendations........................................................................................................21
References....................................................................................................................23
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

BACKGROUND OF THE STUDY

Adolescents are usually involved in a variety of issues; from their social engagement to

personal issues, it is important to understand the factors that influence their morality. Previous

research shows us that moral development is based on 5 stages, and as we develop physically and

mentally, so does our moral reasoning.

In Kohlberg’s theory of moral development, he identified three levels of moral reasoning:

pre-conventional, conventional, and post-conventional. Each level is associated with increasingly

complex stages of moral development. Throughout the preconventional level, a child’s sense of

morality is externally controlled. (“Theories of Human Development | Boundless Psychology”)

Children accept and believe the rules of authority figures like parents and teachers. At the

conventional level, a child’s sense of morality is tied to personal and societal relationships. Children

continue to accept the rules of authority figures, but this is now due to their belief that this is

necessary to ensure positive relationships and societal order. Adherence to rules and conventions is

rigid during these stages, and a rule’s appropriateness or fairness is seldom questioned. (“Describe

Kohlberg’s three stages of moral development ... - Brainly.com”) At the postconventional level, a

person’s sense of morality is defined in terms of more abstract principles and values. (“Kohlberg’s

Stages of Moral Development - Lumen Learning”) People now believe that some laws are unjust and

should be changed or eliminated. This level is marked by a growing realization that individuals are

separate entities from society and that individuals may disobey rules inconsistent with their own

principles.
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Moral development is the gradual and progressive development of an individual's

understanding of the wrong and right principles, conscious, ethical, and religious values, social

attitudes, and their behaviors (N., Sam M.S.). From infancy through adulthood, moral development

focuses on the emergence, change, and understanding of morality. Morality develops across a

lifetime and is influenced by an individual's experiences and behavior when faced with moral issues

through different periods of physical and cognitive development. (“What is the theme of Chapter 28

in To Kill a Mockingbird?”) Morality concerns an individual's reforming sense of what is right and

wrong; it is for this reason that young children have different moral judgment and character than

grown adults. "Morality is often a synonym for "rightness" or "goodness." (“AIOU Course Code

6402-1 Solved Assignment Autumn 2021”) It refers to a specific code of conduct that is derived

from one's culture, religion, or personal philosophy that guides one's actions, behaviors, and thoughts

(Wikipedia). Morality refers to the way people choose to live their lives according to a set of

guidelines or principles that govern their decisions about right versus wrong and good versus evil.

(“Adolescent Moral Development - Mental Help”)

Children's moral decision-making is heavily influenced by their family, culture, and religion

while they are younger. Peers have a significantly bigger influence throughout the early adolescent

period. Because friends play a larger part in kids' life, peer pressure can have a massive impact. In

addition, the growing ability to think abstractly allows youth to understand those laws are just made

up by others. As a result, teenagers begin to doubt their parents', schools', governments', and other

conventional institutions' unquestionable authority. Most teenagers are less rebellious by late

adolescence because they have begun to create their own identity, belief system, and place in the

world. Some young people who have achieved the pinnacle of moral growth may feel strongly about

their moral code, and as a result, they may choose to engage in activities that display their moral

convictions. Some college students, for example, may organize and engage in protests and
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demonstrations, while others may give their time for programs that advance ethical ideas that they

value (“Adolescent Moral Development - Mental Help”).

CONCEPTUAL FRAMEWORK

BLOCK 1 (INPUT) is about the factors affecting the moral development of an adolescent, how they

affects their moral development, and the possible actions needed to improve their moral

development.

BLOCK 2 (PROCESS) speaks for the procedures conducted by the researchers in order to acquire

adequate information with respects to the factors affecting the moral development of an adolescent.

The systematic used of different methods which starts from data gatherings of the present

information, interview, observation, analyzing and interpretation of data, and documenting the

process can eventually obtain all necessary information needed for the study.

BLOCK 3 (OUTPUT) will gain the outcome of the conducted research study with compliments to

the stated problems identifying the factors affecting the moral development of an adolescent.

BLOCK 4 (FEEDBACK) covers the suggestions, recommendations, and constructive criticism to the

conducted study.
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INPUT
PROCESS

1. INTERVIEW
1. What are the distinct factors that 2. OBSERVATION
3. ANALYSIS OF DATA
influences the moral development of 4. INTERPRETATION OF
DATA
young adults? 5. DOCUMENTATION
2. How do these factors affects their

moral development?

3. What are the actions needed to

supply to improve the moral

development of these adolescents? OUTPUT

FACTORS AFFECTING
THE MORAL
DEVELOPMENT OF AN
ADOLESCENT

FEEDBACK

CONCEPTUAL PARADIGM
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STATEMENT OF THE PROBLEM

The researchers aim to name the factors affecting the moral development of an adolescent.

This paper looked to answer the following questions.

1. What are the distinct factors that influences the moral development of young adults?

2. How do these factors affects their moral development?

3. What are the actions needed to supply to improve the moral development of these adolescents?

SCOPE AND LIMITATIONS

The scope of this study primarily focuses on finding out the factors influencing the moral

development of an adolescent. In terms of data gathering, previous studies and researches will be

used as references. The researchers will also be conducting an interview to a chosen six respondents

who are in their middle adolescence.

This study will not cover other problems in beyond of our topic or are not considered as

factors affecting the moral development of an adolescent. The study would be done through use of

questionnaires to the chosen respondents as a reference or collection of data needed in this research.

By this strategy, the researchers will be able to know how these factors influenced their moral

development.

SIGNIFICANCE OF THE STUDY

The findings of this study will be beneficial to the following sectors.

Teachers. This study may guide them on how to engage with students with different attitudes and

morality. This may also help them understand why their students behave in several ways.

Parents. The result of this study may help recognize the factors that affects their child’s morality.

Through the result of this study, they will be able to provide the actions needed to properly shape

their child’s moral principles.

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Adolescents. The findings of this study will also be beneficial to adolescents. Through this they will

be able to know what factors do affects their morality.

Future Researchers. This study will serve as reference to their future studies. The findings of this

research will provide additional data they need for the related topic.

DEFINITION OF TERMS

The following terms are defined by the researchers on how they were used in this research.

Adolescence. transitional phase of growth and development between childhood and adulthood.

Adolescent. a young person who is developing into an adult.

Development. the process in which someone or something grows or changes and becomes more

advanced.

Moral. relating to the standards of good or bad behavior, fairness, honesty, etc. that each person

believes in, rather than to laws.

Moral Development. is the gradual and progressive development of an individual's understanding

grasping of the wrong and right principles, conscious, ethical, and religious values, social attitudes,

and their behaviors.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

Adolescents often engage in behaviors that many adults find perplexing. Sometimes these

behaviors are of limited consequence (e.g., an odd haircut) but in other cases, these behaviors can

have life-altering outcomes (e.g., pregnancies or a criminal record). Given the alarming number of

juvenile arrests in recent years (Puzzanchera, 2009), as well as the appreciation that outcomes of

deviant or delinquent activity are often of serious consequence to both the youth and to society, there

is a growing interest in examining the factors that lead adolescents to engage in juvenile delinquency

or deviant behavior. To date, extensive research has documented connections between parenting

style, monitoring, attachment, and adolescent delinquency (Steinberg, Blatt-Eisengart, & Cauffman,

2006; Fletcher, Steinberg, & Williams-Wheeler, 2004), and links between deviant peer affiliations

and increases in adolescent deviancy and risk-taking (Poulin, Dishion, & Burraston, 2001; Dishion,

McCord, & Poulin, 1999). Although some risk- taking can be positive (e.g., trying out for a team or

auditioning for a school play), the current study focuses on negative risk-taking, as such risk

behavior has been linked to negative outcomes for youth (Youngblade, Theokas, Schulenberg, Curry,

Huang, Novak, 2007). Notably, the concept of “risk behavior” is broad and includes a range of

behaviors that vary by degree (high, low) and type (personal, societal) of consequence. In this study,

I specifically examine negative risk behavior that is delinquent and has legal consequences, as this

type of risk behavior tends to incur high and multi-dimensional costs to the individual and society.

Despite these consequences, much about this phenomenon of adolescent risk-taking remains

unknown. In particular, the relationship between delinquency and moral values, which are often

manifested in part through tolerance of risk or delinquent behavior, is a topic that has been

unexplored in adolescent behavior research. This innovative study adds to the literature by exploring
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an understudied concept, morality as it relates to adolescent delinquency. Specifically, these results

show that adolescent morality is an important mediator between parent and peer relationships and

adolescent delinquency. Further, these findings implicate attachment security as an important

moderator of the relationship between peer and adolescent delinquency, with adolescents who are

insecurely attached or have low levels of peer attachment faring worst in terms of how their peers’

delinquency influences their own delinquency. Implications of this finding will be important for

future prevention and intervention efforts as they highlight the importance of developing secure

attachments to peers. Although it is important for youth to develop relationships with the “right” type

of peer, as seen by the predictive relationship between peer delinquency and adolescent delinquency,

it may be just as important for youth to have strong, high-quality relationships with peers in general.

Additionally, these findings showed that although peers’ behavior greatly influences adolescent

delinquency, parents continue to affect their adolescents’ delinquency by influencing the types of

moral values that youth internalize. These findings imply that it is crucial for parents to model the

types of moral values they want their offspring to share, as these are strongly related to the types of

behaviors youth will engage in. In conclusion, this study has demonstrated several precursors of

delinquency and has examined significant mediating and moderating pathways by which these

precursors impact delinquency. Parents and peers both play important roles in the occurrence of

adolescents’ delinquent behavior; therefore, interventions or prevention efforts that are

comprehensive and multicontexual are likely to be most successful. Such efforts are highly

important, as adolescent delinquency is a costly social problem that can have long- term negative

effects, not only on the adolescent but on the family and community as well.

RELATED STUDY

In this pioneering study, we examined the influence of moral character attributes and

responsible behavior on adolescent life satisfaction, as well as the mediating role of adolescents’
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responsible behavior in the influence of moral character attributes on life satisfaction in 2,474

adolescents in Hong Kong. We used a 25-item measure to assess moral character attributes, a 15-

item measure to assess responsible behavior, and the 5-item Satisfaction with Life Scale to assess life

satisfaction. Factor analyses using confirmatory factor analyses provided support for the factorial

validity of the measures of adolescent moral character attributes, responsible behavior, and life

satisfaction. Consistent with our hypotheses, moral character attributes positively predicted

adolescents’ responsible behavior as well as life satisfaction, and adolescents’ responsible behavior

positively predicted life satisfaction. Separate analyses using PROCESS and combined analysis

using SEM via Mplus showed that adolescents’ responsible behavior mediated the influence of moral

character attributes on adolescent life satisfaction. The present findings highlight the importance of

moral character on adolescent well-being and support the positive youth development approach in

the field. The present study tested the influence of moral character on adolescent well-being with the

expectation that responsible behavior would be the mediator between the two constructs. Results

showed that Hong Kong Chinese adolescents’ moral attributes positively predicted responsible

behavior, which in turn positively predicted life satisfaction. This study has several unique

contributions to the existing literature. First, to the best of our knowledge, this study is a pioneer in

examining moral character, social responsibility, and life satisfaction in one single study. It is also

the first study testing the mediating role of adolescent social responsibility. Second, this is the first

known study in this field in different Chinese contexts. Because most of the related studies have been

conducted in Western societies, the present findings provide an additional perspective from a non-

Western context. Third, in contrast to some previous studies in which a small sample was used, we

employed a large sample in this study. Finally, we developed a 3-factor measure of moral character

attributes, which shows excellent factorial validity and internal consistency. The findings support the

hypotheses of the study. First, consistent with the previous research findings (Moreira et al. 2015),

we found that moral character attributes were positively associated with adolescent well-being
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(Hypothesis 1). Second, in line with the previous studies that moral character attributes contribute to

prosocial behavior (e.g., Hardy et al. 2014), the present study provided support for Hypothesis 2.

Third, the findings gave support for Hypothesis 3, which are consistent with the previous findings

that prosocial behavior influences life satisfaction (e.g., Brethel-Haurwitz and Marsh 2014). The

present findings are also consistent with the findings that PYD attributes were related to life

satisfaction. For example, Soares et al. (2019) showed that several developmental assets, including

caring, equality and social justice, integrity, responsibility, and restraint, were positively associated

with life satisfaction. Similar findings on the contribution of PYD attributes to life satisfaction were

also reported by Lin and Shek (2019) and Zhu and Shek (2020b).
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CHAPTER III

RESEARCH DESIGN AND PROCEDURES

RESEARCH DESIGN AND METHODOLOGY

This chapter presents the research design and technique used in the study, the selection and

description of the respondents, procedures of gathering data and the statistical treatment that the

researchers used in the interpretation and analysis of data.

The researchers exerted effort to gather information necessary for the accomplishment of the

study. Different instruments and strategies are used in order to compile the gathered information.

The descriptive qualitative design was used for this study where the researchers are able to identify

the factors affecting the moral development of an adolescent.

PARTICIPANTS OF THE STUDY

The participant of this study mainly focuses on young adolescents. The researchers were able

to interview six respondents whom age ranging from 15 to 17 years old. They were all students from

Veritas College of Irosin and is consist of three girls and three boys.

RESEARCH INSTRUMENT

The main instrument used was through comprehensive interview. Through the interview, the

researchers were able to gather information needed for this study to answer the following problems.

The responses of the respondents to the interview will show the answers to the factors affecting the

moral development of an adolescent.

DATA GATHERING PROCEDURE

In the data collection, interview questions were used to gather the data. After conducting an

interview, the researcher will collect all the data given by the respondents. The researchers will
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finally arrive in analyzing all the data gathered. Based upon the answer of the respondents during the

interview, the researchers will determine the factors affecting the moral development of adolescents.
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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents results from the data gathered and interpreted after performing the

interview process. These are presented through discussion of the result gathered.

PROFILE OF THE RESPONDENTS

Selected Respondent Biographical Method (Table 1)

RESPONDENT NO. SEX AGE COURSE

1 FEMALE 17 GAS

2 FEMALE 17 HUMSS

3 FEMALE 16 ABM

4 MALE 17 STEM

5 MALE 17 STEM

6 MALE 17 GAS

Problem No. 1

What do you consider as factors affecting your moral development? (Table 2)

Given Respondent 1Respondent 2Respondent 3Respondent 4Respondent 5Respondent 6

Factors

Parents or

Family

School

Friends or

Peers
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Society and ✔︎ ✔︎ ✔︎ ✔︎

Culture

Religion ✔︎ ✔︎ ✔︎ ✔︎ ✔︎

Problem No. 2

How do the following factors affect your moral development?

PARENTS OR FAMILY

Respondent No. 1. They help me become a good person. They serve as a role model for me and

through their actions, I can identify what is right and what is wrong.

Respondent no. 2. They guide me to choose my moral decision.

Respondent no. 3. I adapt how my parents perceive what is right and wrong.

Respondent no. 4. They were the first to teach me about things, they were my first role models.

Therefore, I adapt their values and behaviors.

Respondent no. 5. They taught me the moral standards and how to treat others respectfully.

Respondent no. 6. They were the firsts to influence my characteristics.

SCHOOL

Respondent no. 1. They taught me what is right and wrong.

Respondent no. 2. They taught me things I should have control with, things to improve, and learn as

an individual.

Respondent no. 3. Their lectures taught me on how to be a good person.

Respondent no. 4. I have learned to adapt how my teachers taught me on how to be morally right all

the time.

Respondent no. 5. They provided strict standard on how to treat others and respect teachers.

Respondent no. 6. They have so many factors that has a large impact to my behavior.

FRIENDS OR PEERS
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Respondent no. 1. They helped me on how to be more confident and how to effectively socialize

with people.

Respondent no. 2. They help me develop and improve my well-being.

Respondent no. 3. With the healthy relationship I have with my circle of friends, they taught me on

how to be a good person and avoid doing bad or evil things.

Respondent no. 4. They are the people we talk more often and because we spend more time with

them than with our parents at home, they are the ones who has a bigger influence in our moral

principles.

Respondent no. 5. They give off a vibe that I’m comfortable and happy with.

Respondent no. 6. They can be sometimes a good or bad influence.

SOCIETY AND CULTURE

Respondent no. 1. It taught me how to be strong and independent.

Respondent no. 2. It has changed my moral judgement and decisions.

Respondent no. 3. Seeing people around me treat each other or treat me in inappropriate way loses

my good side.

Respondent no. 4. We have learned through adapting what we have observed around the society. The

culture is a big factor in terms of contributing in our morality. Our culture sometimes is the reflection

of our moral principles.

Respondent no. 5. Taught me in how to be polite and respectful yo significant elders.

Respondent no. 6. This can affect my mental and moral behavior especially in socializing.

RELIGION

Respondent no. 1. My values are usually influenced by my belief. The church or religion had help me

know what is right and what us wrong.

Respondent no. 2. It had influence the way I think and how I perceive the world.
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Respondent no. 3. My religion has affected me especially on the way I differentiate what is right an

wrong in the eyes of God.

Respondent no. 4. This contains what we should believe, how to properly serve God, and how we

should behave as a servant of God. Religion usually tells us what is good and what is bad or evil.

Respondent no. 5. Treating your fellow followers as siblings and loving everyone. Religion have

shaped me to be a good servant of God.

Respondent no. 6. It had help me on how to become a disciplined person.

Problem No. 3

What can you suggest to improve or properly shape today’s adolescents’ morality? (Table 3)

Respondent No. Answers

1 They need to be disciplined well or make a program for youths to practice

them a good behavior.

2 Create an online platform that could encourage each and every individual on

decisions and choices we choose.

3 I could suggest that stay positive and always choose what is right. Stay those

areas where it helps us to improve our morality for good and leave those

areas who only trigger us to do bad decisions or bad things.

4 For me, we can improve our morality if you have a goal in your life. A proper

mindset is what we needed

5 Understanding that everyone has an opinion and we have to respect every one

so that no boundaries could be crossed.

6 I think the parents can be more responsible for their children as they are the

root of a person's morality. School also can focus on teaching much about

values. And last be a disciplined person on your own. Because adolescent

always comes up with maturity.

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FINDINGS

FACTORS AFFECTING THE MORAL DEVELOPMENT OF AN ADOLESCENT

There are many factors that influence adolescent moral development. One’s social

environment is a big factor that contributes to the development of their moral principles. During this

period, one’s moral principles are being questioned due to their political stand. This has led us to

unravel the factors that influence one’s morality, especially young adolescents.

The family is frequently the first line of moral formation. As teenagers, they build a more

complicated set of moral standards as they interact with their peers and other influences. It is a good

idea for parents to continue to instill their morals in their children as they grow older so that they can

understand which ones are socially acceptable and which are not. This frequently enables them to

learn to make their own conclusions about what they believe is right or wrong, as well as whether or

not it is beneficial in their lives. Many times, a child's moral judgment, learning, and growth are

negatively influenced by his or her family.

Although the Family (Home) is the basis where moral development takes place their

influence is not absolute, in adolescence children are more increasingly forming groups, making

friends and these peer groups can also influence an adolescent's moral development. Peer groups in

which discussions about moral issues are conducted will increase that peer groups reasoning ability.

The literature has indicated that adolescents who have friends who are uninvolved in deviant

behaviors also are more likely to excel in school and less likely to drop out. Those results are

consistent with the notion that adolescents with positive peer groups are more likely to obtain an

education and training for a career, and be successful throughout high school and into adulthood

(Carlo et al., 1999).

Schooling can also affect the development of moral reasoning, as moral development is

connected to cognitive development. The type of schooling as well, because technical school (e.g.,
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HTS John Voster, which is characterized by abundance of boys that show early deviant behavior)

would have different socially accepted behavior that of academic schools (e.g., AFFIES, which has a

high moral code written into their code of conduct) and the same with artistic schools (e.g., Proarte,

which most of the students are eccentric and free spirited). Committing a delinquent act can be

misconstrued as an indication that the young person did not know right from wrong and/or lacked

concern for others. But youth may express strong family and religious values and are frustrated that

they cannot explain why they used poor moral reasoning during offense (Beyer, 2011). Theorists and

researchers suggest that cultural norms and experiences substantially affect the types and frequency

of prosocial and moral motives and behaviors in adolescence. Of course, adolescence is a culturally

defined term and the ways that different cultures, view, treat, and react to this developmental

transition also can contribute to cultural differences in young adolescents͛ prosocial and moral

development. It is likely that prosocial and moral behaviors vary among different cultures or ethnic

groups, not only with regard to frequency of specific behaviors but also with regard to motives that

underlie those behaviors (Carlo et al. 1999).

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CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

Many elements influence the moral development of adolescents. The development of one's

moral principles is heavily influenced by one's social surroundings. As their children grow older,

parents should continue to instill principles in them so that they learn which are socially acceptable

and which are not. Adolescents who are part of healthy peer networks are more likely to get an

education and career training, as well as to succeed in high school and adulthood. Cultural norms and

experiences, according to theorists and researchers, have a significant impact on the sorts and

frequency of prosocial and moral motives and behaviors in adolescence.

Conclusions

We can assume that morals are influenced by both nature (biology, intelligence, and

cognitive functions) and nurture (environment) (Parenting, schooling, peer pressure and other social

norms). We can also deduce that moral ideals vary by culture and are sensitive to each individual's

upbringing. In terms of study, we can observe that there has been a lot of work done in the topic of

moral development, but little work has been done on how various groups experience these moral

developments. Because each culture places a distinct value on a moral concept, each culture will

reason differently about it. Biological variables and cognitive processes, like culture, can influence a

person's moral development.

Recommendations

This study has contributed in identifying the factors that affects the moral development of an

adolescents. The recommendations are as follows:

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a) It is recommended to conduct similar studies in much greater number of respondents to examine

if these factors are still reflecting the same results portrayed in this study.

b) It is recommended to hold more thorough investigations and interview in conducting the

collection of data needed.

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