SavedAdd your journal

Journals / Disiplinlerarası Eğitim Araştırmaları Dergisi / 2026 / Cilt: 10 Sayı: 23

Moral Identity and Moral Purpose in Youth: A Theoretical Examination of William Damon's Theory

Gençlikte Ahlaki Kimlik ve Ahlaki Amaç: William Damon Kuramı Üzerine Kuramsal Bir İnceleme

Yunus Kaba(İNÖNÜ ÜNİVERSİTESİ)0009-0009-8566-7325
Pages
204–218
Publication Date
2026-04-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The findings reveal that youth with moral purposes exhibit higher academic achievement, empathy, and social responsibility.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the moral development processes of youth based on William Damon’s concepts of moral identity and moral purpose.
📊
Key Findings & Data:The aim of the study is to understand the role of moral values and purposes in the identity development of young individuals and to evaluate the influence of social environment and cultural interactions in this process.
💡
Conclusion & Impact:The findings reveal that youth with moral purposes exhibit higher academic achievement, empathy, and social responsibility.
🔬Design:Review & Systematic Survey
📍Scope:Comprehensive Sample
⚙️Variables:Ahlaki kimlik · ahlaki amaç · gençlik

Abstract

This study examines the moral development processes of youth based on William Damon’s concepts of moral identity and moral purpose. The aim of the study is to understand the role of moral values and purposes in the identity development of young individuals and to evaluate the influence of social environment and cultural interactions in this process. Damon defines moral identity as a dynamic structure in which individuals internalize their values and beliefs, integrating them with a meaningful life purpose. This process is shaped not only by individual factors but also by social environments, cultural norms, and societal values. Adolescence, in particular, stands out as a critical period during which individuals explore their identities, define their values, and identify their societal roles. The research was conducted through a qualitative literature review, focusing on the impact of Damon’s theory on educational practices. The study highlights the effectiveness of methods such as moral discussions, character education, and service learning in supporting the moral development of youth. Additionally, factors such as emotional intelligence, empathy, social awareness, and relationship management play a crucial role in fostering moral identity among young individuals. The findings reveal that youth with moral purposes exhibit higher academic achievement, empathy, and social responsibility. Furthermore, cultural differences influence moral identity development, with individualistic cultures emphasizing independence and personal achievement, while collectivist cultures prioritize group harmony and social responsibility. Damon’s theory provides a holistic framework for cultivating moral identities and purposes in youth. This approach not only supports individual development but also plays a critical role in fostering social cohesion and building a more just society. Developing moral identities in youth is essential not only for personal growth but also for enhancing societal well-being. Damon’s perspective offers a valuable roadmap for enabling young individuals to make meaningful contributions at both individual and societal levels.

Özet

Bu çalışma, William Damon’ın ahlaki kimlik ve ahlaki amaç kavramları temelinde gençlik dönemindeki ahlaki gelişim süreçlerini incelemektedir. Çalışmanın amacı, gençlerin kimlik gelişiminde ahlaki değerlerin ve amaçların rolünü anlamak ve bu süreçte sosyal çevre ve kültürel etkileşimlerin etkisini değerlendirmektir. Damon, ahlaki kimliği bireyin değerlerini ve inançlarını içselleştirerek, bunları anlamlı bir yaşam amacıyla birleştirdiği dinamik bir yapı olarak tanımlar. Bu süreç, bireysel olduğu kadar sosyal çevre, kültürel normlar ve toplumsal değerlerle de şekillenir. Özellikle gençlik dönemi, bireylerin kimliklerini keşfettikleri, değerlerini belirledikleri ve toplumsal rollerini tanımladıkları kritik bir evre olarak öne çıkar. Araştırma, nitel desende literatür tarama yoluyla gerçekleştirilmiş ve Damon’ın teorisinin eğitim uygulamaları üzerindeki etkileri incelenmiştir. Çalışmada, ahlaki tartışma, karakter eğitimi ve hizmet öğrenimi gibi yöntemlerin gençlerin ahlaki gelişimlerini desteklemede etkili olduğu vurgulanmıştır. Ayrıca, duygusal zekâ, empati, sosyal farkındalık ve ilişki yönetimi gibi faktörlerin, gençlerin ahlaki kimliklerini geliştirmelerinde kritik bir rol oynadığı belirtilmiştir. Sonuç olarak, ahlaki amaç sahibi gençlerin daha yüksek akademik başarı, empati ve sosyal sorumluluk bilinci sergilediklerini ortaya koymaktadır. Bunun yanında, kültürel farklılıkların ahlaki kimlik gelişimini etkilediği görülmüştür. Bireyci kültürlerde bağımsızlık ve bireysel başarı ön plandayken, toplulukçu kültürlerde grup uyumu ve toplumsal sorumluluk daha önemli bir yere sahiptir. Damon’ın teorisi, gençlerin ahlaki kimliklerini ve amaçlarını geliştirmeleri için bütüncül bir çerçeve sunmaktadır. Bu yaklaşım, gençlerin bireysel gelişimlerinin yanı sıra toplumsal bütünleşme ve daha adil bir toplumun inşası için de kritik bir rol taşımaktadır. Gençlerin ahlaki kimliklerini geliştirmeleri, yalnızca bireysel bir kazanım değil, aynı zamanda toplumsal refahın artırılması için de bir gerekliliktir. Damon’ın perspektifi, gençlerin hem bireysel hem de toplumsal düzeyde anlamlı katkılar sunabilmeleri için önemli bir yol haritası sağlamaktadır.

🔖

Cite This Article

Kaba, Y. (2026). Moral Identity and Moral Purpose in Youth: A Theoretical Examination of William Damon's Theory. Disiplinlerarası Eğitim Araştırmaları Dergisi, Cilt: 10 Sayı: 23, 204–218. https://doi.org/10.57135/jier.1859749

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (29)

  1. Billig, S. H. (2000). Research on K–12 school-based service-learning: The evidence builds. Phi Delta Kappan, 81(9), 660.
  2. Blasi, A. (1984). Moral identity: Its role in moral functioning. John Wiley & Sons, New York.
  3. Brown, B. B. (2004). Adolescents’ relationships with peers. In R. M. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (363–394). New York, NY: John Wiley & Sons.
  4. Colby, A., & Damon, W. (1992). Some do care: Contemporary lives of moral commitment. New York: Free Press.
  5. Collaborative for Academic, Social, and Emotional Learning. (2013). The 2013 CASEL guide: Effective social and emotional learning programs – Preschool and elementary school edition. Chicago, IL: CASEL.
  6. Coquyt, M. (2020). The effects of service-learning on the moral development of college students. The Interactive Journal of Global Leadership and Learning, 1(1).
  7. Damon, W. (2003). Moral development in the professions: Psychology and applied ethics. Hillsdale, NJ: Lawrence Erlbaum Associates.
  8. Damon, W. (2008). The moral advantage: How to succeed in business by doing the right thing. San Francisco, CA: Berrett-Koehler.
  9. Damon, W. (2008). The moral child: Nurturing children’s natural moral growth. New York, NY: Free Press.
  10. Damon, W. (2008). The path to purpose: Helping our children find their calling in life. New York, NY: Free Press.
  11. Damon, W., & Colby, A. (1997). Greater expectations: Overcoming the culture of indulgence in America’s homes and schools. New York, NY: Free Press.
  12. Damon, W., & Hart, D. (1988). Self-understanding in childhood and adolescence. Cambridge, UK: Cambridge University Press.
  13. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological Bulletin, 113(3), 490.
  14. Gilligan, C. (1982). In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press.
  15. Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge, UK: Cambridge University Press.
  16. Jensen, L. A. (2011). The cultural-developmental theory of moral psychology: A new synthesis. Developmental Review, 31(2–3), 174.
  17. Kitayama, S., & Cohen, D. (2007). Handbook of cultural psychology. New York, NY: Guilford Press.
  18. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the idea of justice. San Francisco, CA: Harper & Row.
  19. Kohlberg, L. (1984). The psychology of moral development: The nature and validity of moral stages. San Francisco, CA: Harper & Row.
  20. Lee, W. O., Grossman, D. L., Kennedy, K. J., & Fairbrother, G. P. (Eds.). (2004). Citizenship education in Asia and the Pacific. Dordrecht: Springer.
  21. Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York, NY: Bantam Books.
  22. Mansour, H. (2019). The role of Islamic values in shaping moral identity in the Middle East. Journal of Religious Education, 67(1), 45–58.
  23. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98(2), 230.
  24. Mayer, J. D., & Salovey, P. (1997). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 10-15.
  25. Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 15(3), 197–215.
  26. Narvaez, D., & Lapsley, D. K. (2009). Moral identity, moral functioning, and the development of moral character. In D. M. Bartels et al. (Eds.), Moral judgment and decision making. San Diego, CA: Elsevier Academic Press.
  27. Nucci, L. P. (2001). Education in the moral domain. Cambridge, UK: Cambridge University Press.
  28. Piaget, J. (1932). The Moral Judgment of the Child. London: Routledge & Kegan Paul.
  29. Schwartz, S. H. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5(2–3), 137–182. Schwartz, S. H. (2006). Basic human values: Theory, methods, and applications. Revue Française de Sociologie, 47(4), 968. Triandis, H. C. (1995). Individualism & collectivism. Boulder, CO: Westview Press. Vauclair, C., Wilson, M.S., & Fischer, R. (2014). Cultural conceptions of morality: Examining laypeople’s associations of moral character. Journal of Moral Education, 43, 54 - 74. Yıldırım, A., ve Şimşek, H. (2022). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. Youniss, J., & Yates, M. (1997). Community service and social responsibility in youth. Chicago, IL: University of Chicago Press. Zins, J. E., & Elias, M. J. (2006). Social and emotional learning: Promoting the development of all students. Journal of Educational and Psychological Consultation, 17(2–3), 233–255.