تبیین هویت اخلاقی و رفتار مطلوب اجتماعی، مبتنی بر مؤلفه‌های پیشایندی سبک‌های دلبستگی والدین-نوجوان، دلبستگی به مدرسه و خود‌تنظیمی (کنترل تلاشگر)

The study of identity and moral behavior originates from many sources, one of which is the occurrence of moral failure and collapse and emergence of anti-social behaviors in adolescent and young generation of societies.The purpose of this study was explanation of moral identity and prosocial behavior in adolescents based on the antecedent variables of parent-adolescent attachment style, school attachment and self-regulation (effortful control). Research method in terms of purpose was basic, and correlational in terms of nature of data. The statistical population of research included all students of the second secondary level in academic year of 2018-2019 in city of Ahvaz, of which 448 were selected by multi-stage cluster sampling. The participants responded to Questionnaires of Moral Identity, Relationship Scale, School Attachment, Effortful Control Scale, Prosocial Tendencies Measure. The obtained results showed that all coefficients of direct effects except the path coefficients of preoccupied and fearful attachment style to moral identity were significant. Also, the coefficients of indirect effects of all paths were significant except for preoccupied attachment to moral identity through effortful control. Therefore, the structure of self-regulation as a factor derived from parenting methods will lead to the development of a sense of control over emotions, the development of self-awareness and a better understanding of social relations, to the improvement of moral identity and prosocial behavior.
 
Keywords: effortful control, moral identity, prosocial behavior, parent-adolescent attachment, school attachment, self-regulation
 
 
 
 
Explanation of Moral Identity and Prosocial Behavior Based on Antecedent Components of Parent- Adolescent Attachment Styles, School Attachment and Self -Regulation (Effortful Control)
 
Extended abstract
Introduction: Adolescence is the period of identity formation and adolescents strive to create a stable sense of identity based on the main aspects of their lives. They develop a sense of their moral, occupational, religious, political and sexual identity. The integration of identity and morality begins in early adolescence and continues throughout adulthood. Identity refers to various experiences and psychological processes that are related to the self. For those who are oriented towards moral issues, the moral dimension forms the central core of their identity, and thus moral identity is formed. The importance of studying moral identity and behavior comes from several sources, one of which is the occurrence of moral failure and collapse and the emergence of anti-social behaviors in the adolescent and young generation of societies, and it seems that moral identity can be effective in providing an explanation of these failures. On the other hand, adolescents engage in prosocial activities by joining groups and participating in activities. The result of this partnership is the emergence of prosocial behaviors, which this structure represents moral action in the form of voluntary social services. The present study aimed to explain moral identity and prosocial behavior based on the antecedent variables of parent-adolescent attachment style, school attachment and self-regulation (effortful control) in adolescents.
Research method and tools: The present research method in terms of purpose was basic, and correlational (structural equation modeling) in terms of the nature of data. Pearson's correlation coefficient and structural equation modeling were used to test the hypotheses related to the relationships between variables. The statistical population of research included all secondary school students in the academic year of 2018-2019 in Ahvaz city, of which 448 were selected by multi-stage cluster sampling.To collect the required data, the subjects responded the Moral Identity Questionnaire (this questionnaire has 10 items and two internal and symbolic subscales), the Relationship Scales Questionnaire for measuring attachment style (with 30 items and four subscales of secure attachment style and preoccupied attachment style , fearful attachment style and dismissing attachment style), School Attachment Questionnaire (with 20 items and three subscales of general relationship, belongingness and specific attachments), Effortful Control Scale (with 20 items and three subscales of control, attentional control, activation control and inhibitory control) and Prosocial Tendencies Measure (including 23 items and six subscales of prosocial behavior, public, anonymous, dire, emotional, compliant and altruistic).
Results: In structural equation modeling to determine path coefficients before data analysis , the assumptions of this method were examined and the results showed that all the assumptions were met. Also, based on the obtained indicators the research model had an acceptable and good fitness with data and was confirmed. Also, the results of structural equation modeling analysis showed that the coefficients of direct path of school attachment to prosocial behavior and moral identity are positive and significant. Also, the coefficients of direct path of secure attachment style to prosocial behavior and moral identity are positive and significant. But, the coefficients of direct path of preoccupied attachment style to prosocial behavior and effortful control are negative and significant. The coefficients of indirect path of secure attachment style and school attachment to moral identity through effortful control are positive and significant. Also, the coefficients of indirect path of fearful and dismissing attachment style to moral identity through effortful control are positive and significant. While, the coefficient of indirect path of preoccupied attachment style to prosocial behavior through moral identity was negative and significant. The coefficient of indirect path of effortful control to prosocial behavior through moral identity is also positive and significant.
Discussion: Identity formation begins during adolescence, and it is necessary for the family, along with other social institutions, including school and other educational environments, to help the adolescent to develop an integrated identity. For this purpose, common moral values and norms between the three important institutions of family, school and society must be defined. In this way, the developed moral identity is a mixture of moral judgment, self-perceptions, and action that forms the foundation of personality and social opportunities. On the other hand, due to the relationship between the formation of moral identity and acting on prosocial behaviors, and in order to encourage children and teenagers to act on their moral beliefs, the cooperation and synergy of family and social factors is necessary. People with developed moral identity are more likely to participate in prosocial behaviors due to the acceptance of moral values and socialization patterns of parents and teachers, and in this regard, parents and teachers as role models can teach moral and social values through the use of attachment styles to children and adolescents. Secure attachment helps to integrate values into moral identity and leads to moral maturity. Effortful control as a factor affected by parenting practices and in the role of a self-regulation system has a supervisory role on adolescents' cognitions and emotions, and adolescents with high scores in effortful control and with a secure attachment style use more consistent forms of emotional regulation and are more social.