The Empirical Study Of Relationship Between Adolescents’ Self-Concept And Integrity Behavior

As we known, the character of integrity like a basic pillar in the social moralsystem, also it plays an important role in the various aspects of social life, especiallyin the political, economic, culture and others field. In recent years, the psychologicalresearch has gradually focus on integrity, especially centralize the honesty, lying,cheating about adolescents. External facors certainly play an important role in theintegrity behavior, but so too do individuals’ self-control and self-regulation, whichadministers to keeping honesty. One of the most crucial internal factors that mightinfluence integrity behavior is the moral self-concept, which is a type of conventionshaped during interpersonal communication process. It is an individual perception thatto be used for evaluating whether self-behaviors and self-character could meet thesocial moral protocol, within any given social and cultural context. The study is aimedat exploring the relation between moral self-concept and integrity behavior. Thequestionnaires and experimentation is used to measure the frame and developmentalcharacteristic of adolesceents’ moral self-concept. What is more, the influence ofmoral self-concept to integrity behavior in different contexts is also what we want todiscussing. In line accordance with the research, the conclusions are being reached:(1) The moral self-concept include Internal Moral Self-concept, Socail MoralSelf-concept, Interpersonal Moral Self-concept. According to the theory andExploratory Factor Analysis results, the Moral Self-concept Questionnaire (MSQ) isdivided into three sub-questionnaires, Internal Moral Self-concept sub-questionnaire,Social Moral Self-concept sub-questionnaire and Interpersonal Moral Self-conceptsub-questionnaires. The results of Reliability Analysis and Confirmatory FactorAnalysis showed that MSQ has good reliability and validity, then it can be used as aresearch tool for measuring adolescents’ moral self-concept.(2) MSQ is administered to measuring the development characteristics of moralslef-concept of middle school studengts, results showed that moral self-concept of theyouth is at a advantage, which has a mean and standard error of4.07±0.47. Studentsin the highest score on the dimension of the moral self-concept in interpersonal, followed by scores of Social Moral Self-concept, and finally the Internal MoralSelf-concept scores.(3) Grade differences were found on the scores of Social Moral Self-concept,Interpersonal Moral Self-concept and monolithic moral self-concept. Gender differ-ences were found on the scores of all dimensions to moral self-concept, specificallymanifested in girls score were significantly higher than boys. The single-child grouphas no significantly differences with the non-single-child of family in the levels ofmoral self-concept.(4) The context affect the integrity behavior. Punishment made studentsperforming more cheating, then is publicly ranking situation, finally the rewardsituation. A high degree of inhibit situation is more effective for the inhibition of thecheating than the low degree of inhibit situation. Vicarious punishment is used topromote students’ integrity behavior.(5) Moral self-concept plays a regulatory role of moral behavior, higher level ofthe moral self-concept is help ones’ performance to maintaining the cross-situationalconsistency.