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«Revista Romaneasca pentru Educatie Multidimensionala Romanian Journal for Multidimensional Education ISSN: 2066 – 7329 (print), ISSN: 2067 – 9270 ...»

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Revista Romaneasca pentru Educatie


Romanian Journal for Multidimensional Education

ISSN: 2066 – 7329 (print), ISSN: 2067 – 9270


Covered in: Index Copernicus, Ideas RePeC,

EconPapers, Socionet, Ulrich Pro Quest, Cabell, SSRN,

Appreciative Inquiry Commons, Journalseek, Scipio,




Cristina ŢÎMPĂU Revista Romaneasca pentru Educatie Multidimensionala, 2015, Volume 7, Issue 1, June, pp. 75-88

The online version of this article can be found at:


Published by:

Lumen Publishing House

On behalf of:

Lumen Research Center in Social and Humanistic Sciences The Role of Moral Values in Development Personality Teenagers Cristina ŢÎMPĂU The Role of Moral Values in Development Personality Teenagers Cristina ŢÎMPĂU1 Abstract Moral education should look spirit human and will start at an early age, gaining first concrete form during adolescence, when spiritual forms that make up the character begin to manifest since the young man becomes a member of society.

Adolescence is the age when tastes are fixed, the character takes concrete form, and freedom of action is greater. All passions procession seeks to establish and forming character.

During this period the child will feel so-called "adolescent crisis", "moral crisis" or "juvenile crisis" in relation to general and specific peculiarities of behaviour, personality and psychological development from the earliest age of the young.

The moral values of the society we live it falls upon adolescent personality, so it is very important that they are selected well to develop the healthy behaviours adolescent.


moral education, moral values, personality teenagers, healthy behaviours.

PhD student at Faculty of Psychology and Educational Sciences, University of Bucharest, Bucharest, Romania, cristinatimpau89@gmail.com, 0728248007.

Timpau, C. (2015). The Role of Moral Values in Development Personality Teenagers. Revista Romaneasca pentru Educatie Multidimensionala, 7(1), 75-88.

Revista Românească pentru Educaţie Multidimensională Introduction The last and most complex stage of child development is adolescence, individuality shaping stage and early stabilization of personality that marks the end of childhood and the transition to adulthood.

Physical and psychological changes that occur during this period, changes in attitudes and behaviour is the most sensitive stage of development towards adulthood. Including individuals whose age is between 13-18 years, adolescence consists of two main sub-periods are

one in the sequence of the other (Bonchiş, 1997):

1. preteen, including children from 13 / 14-16 is characterized by stabilizing biological maturity and gaining a more nuanced individuality;

2. adolescence itself (or "high teens), including 16 children between 19/20 and characterized by grounding main character traits and professional interests satisfaction.

During this period the child will feel so-called "adolescent crisis", "moral crisis" or "juvenile crisis" in relation to general and specific development peculiarities of behaviour, personality and psychological from the earliest age of the young.

Serving as a general explanation of long oscillation between normal and pathological personality and behavioural tendencies constant deviation, the term "crisis" actually refers adolescence psychology contradictory traits of personality stages development, which manifests itself in some adolescents more pronounced than others. But this crisis is not a state of adolescence, is an expression of a transition from child psychology to adults. Vary depending on the social environment and living conditions of adolescent and tensions reflecting its adaptation to a new social status (the adult), adolescence crisis occurs most often due to a personality instability and negative identification with adolescent moral norms and values. Revolt against "taboos" and prohibitions which have been imposed in childhood, the future adult forms a normative consciousness and motivational denial and rejection oriented adult models and search and affirmation of their own cultural patterns contesting. With amendments intelligence, affection and personality, and the adoption of new social roles, is a genuine crisis period "psychosocial moratorium" during which the true moral conscience is formed and it takes place away from the parents, the revolt against prohibitions school,

–  –  –

training new self-image, developing idealized friends with partners of the same age, and the emergence of multiple internal and external conflicts.

1. The influence of family environment on the development adolescent moral value system Offering a climate of deep child safety in conditions which may develop harmonious, family group also gives an ideal self, soothing image at his own, an antidote to his inner anxieties. The fulfilment in good family functions is a plenary manifestation of their means adequate qualitative and socialization process without any disturbance. Only a united family and having smooth conduct of its members is able to provide an educational environment conducive to the development of normal and positive child behaviours because identification with both parents, imitating their behaviour and learning on the basis of beliefs and attitudes favourable calls urgently potential functional defined completeness and consistency, ensuring complementarity of roles and family tasks. When some family functions are damaged or missing, there are spiritual trauma that the child feels in the most acute as possible in the moral conscience.

Deviant behaviours developed from preadolescent period as a result of failure of one or more family functions or lack of responsibility of parents prerequisite training a weak moral conscience that can stimulate ulterior teenager committing acts of antisocial (Bazac, 1983).

Dealing with moral judgments on child development as an integral part of the process of cognitive development offered parenting,

J. Piaget distinguishes three phases:

a) realistic, in which moral rules are seen as a child and there's foreign itself is absolute and unchanging;

b) self-centered, in which child support obligation to comply with the rules, but does not feel that he took part in their creation, which is why you try to change them according to his interests;

c) phase of cooperation and mutual respect, the internalization occurs morality (moral reciprocity) and accepted as a way to regulate their own behaviour and the behaviour of others - teenage phase.

Piaget considers moral knowledge as the basis of moral action, indicating that no child cannot develop a mature morality until he went through a "moral constraint".

Timpau, C. (2015). The Role of Moral Values in Development Personality Teenagers. Revista Romaneasca pentru Educatie Multidimensionala, 7(1), 75-88.

Revista Românească pentru Educaţie Multidimensională Like J. Piaget, L. Kohlberg believes that the child progresses from morally passing through a succession of stages of development invariant. Argues that children do not conform to these rules pleasure,

but a desire to avoid punishment. Thus:

–  –  –

This diagram reveals that moral judgment progressive types change with age, the child through the six studies for the development of morality, regardless of the content to be internalized values.

Maturity of moral judgments is directly associated with the ability to withstand external pressures (the excitement friends, family occasions) to commit immoral actions with character.

Moral education in the family cannot be reduced to a simple process of knowledge transmission didacticist,


rules or principles. Appears necessary to consider the whole range of moral consciousness of the child, the establishment of lasting moral values, skills and habits of other words to focus both on the cognitive component and affective, evaluative.

A negative trend common in adolescent moral education of educators is the parents to equate moral behaviour of children and the elderly and to charge a fully formed morality and self-conscious. Many

–  –  –

parents ignore the essential reality that you cannot place the child in the empire being moral absolute necessity and that the adult is not always moral and equitable for the educated. Morality or strict criteria of knowledge and respect unconditional moral imperatives that clicks the in adults is actually inoperative for a child who is unable to discern the consequences of violating these imperatives.

When educational forms forcing too much generality, ignoring the fact that every child, every teenager has its distinct individuality, your value system the adult trying to print deformation or conflict with beliefs, feelings and experiences thereof.

Moral education cannot only reduce their impact on this component complexity farms demanding criteria and methods that only years of experience can provide.

Parenting is a quality that requires experience, skills, patience, that is required for the performance characteristics "parent profession" and to conduct real people, it is necessary to have a positive and harmonious family environment.

2. Social influence group of friends during adolescence Establishing a series of relationships with each other, adolescents begin to discover their own identity and to develop self-awareness, realizing that share the same norms and values that concern the same problem with identical interests and social necessities, that cannot be met within the family or the school, but other reference groups who are trying to integrate.

Characterizing adolescence as "l'âge of social grace" R. Cousinet (Banciu, Danm, 1987) believes that while it is the period when the teen turns to other reference groups, which allow self-assertion and materialization of his desire to become soonest adult. Adolescence is the stage when social groups gaining in consistency, stability, uniformity, it emphasizes selective in recruiting members and appreciation and selfesteem within the group are experienced acute.

Provides adolescent groups can meet the needs of needs and its social, as well as asserting its capabilities, "the group solution" and "code of moral values" representing the vast majority of adolescents only reason to be, to act, to manifest desires and aspirations.

The group provides an ideal teenager (in all respects) teen group seeks power to identify and report to its values, affirmation seeking Timpau, C. (2015). The Role of Moral Values in Development Personality Teenagers. Revista Romaneasca pentru Educatie Multidimensionala, 7(1), 75-88.

Revista Românească pentru Educaţie Multidimensională opportunities (positive or negative) recovery, wants to become necessary to be between others, expected protection, wishes to be considered, appreciated, trying to understand others, to enrich their knowledge about others, motivational and intentional break into spheres of others.

Most of these groups exert positive effects on secondary socialization of the young developing personality and certain moral values like: honesty, loyalty, friendship, responsibility. At the same time, lack of emotional relations in the family, there are conflicting relations between parents and adolescents, school and professional nonintegration can lead to adolescent orientation towards certain groups that exert a negative influence on behaviour and social behaviour, especially moral (Bunescu, 1991).

The combination of adolescents tend to be oriented by an educational and socializing factors for both informal groups operating with positive (friendly meetings, birthdays, trips, sports events, visits) and to groups and organizations established intervention adult (youth organizations, houses of culture), this integration, largely negating the harmful effects of spontaneous groups.

3. Positive and negative characteristics of adolescent moral conduct By adolescence, moral life is nothing but the expression of duties and responsibilities imposed from outside. Since this period, morality imposed by adult and prohibitions embodied in behaviour is replaced by increasingly visible on moral ideal, representing moral values ago, ordered around some forms of conduct which in the eyes adolescents immeasurable price: dedication, honesty, heroism. The basis of their moral life is not right or duty, but may be the requirement. Their moral sense is one, draws everything requires a passionate effort is based on a love for good.

In this effort of self-improvement moral values are not limited to abstract principles, but are personified in human models copies teens strive to resemble. Most often, these models can be embodied by parents, and sometimes representatives more family than normal (real, imaginary). Shaping a personal moral adolescent is dependent on fundamental experiences where he has learned in the family, school, peer group who exercised the most pervasive and significant influence on the formation and evolution of moral conscience. In turn, this is a product

–  –  –

more or less uniform, more or consonant of ideas, knowledge, attitudes, motivations and moral beliefs internalized in adolescent personality structure as a result of the socialization process. Implications both intellectual (understanding the significance of moral norms and values) and affective (emotional awareness of the need to reflect these rules), the evolution of moral conscience allow the adolescent to adopt autonomous moral conduct expressing either agreement or disagreement between the plane intellectually and emotionally (translation from Wilson, 2003).

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