Sense of authentic inner compass as a moral resource across cultures: possible implications for resisting negative peer-pressure and for parenting

ABSTRACT

This paper focuses on a recently conceptualized construct—sense of authentic inner-compass (AIC)—and two parenting practices promoting it: basic autonomy-support (BAS) and inherent value-demonstration (IVD). Rooted in self-determination theory, sense of AIC refers to the perception that we have self-guiding values, aspirations, and goals, which function like an ‘authentic inner-compass’ that informs us on what we truly value and need. The utility of this construct for understanding morality-related phenomena also in cultures not emphasizing autonomy and authenticity, is demonstrated by a study conducted in two widely different cultures: Bedouin and Jews in Israel. As expected, across cultures, the practices of BAS and IVD were associated with sense of AIC, which then predicted adolescents’ resistance to peer-pressure to engage in antisocial behaviors. Invariance analysis showed a similar pattern across cultures. Discussion focuses on implications of the AIC concept for various moral behaviors, and for value-oriented parenting and moral education.

KEYWORDS:

• Authentic inner compass
• peer-pressure
• autonomy support
• inherent value demonstration
• cross-cultural research

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Avi Assor

Avi Assor is a Full Professor of Educational Psychology in Ben Gurion University (BGU), Israel, where he also holds the Shane Family chair in Education. His research focuses on socializing processes affecting children’s autonomous internalization of values and motivation for learning. Within this general domain, he focuses on the harms of conditional parental regard, and on teachers’ and parents’ contributions to the development of schemas supporting the experience of having an authentic inner compass, as a key determinant of autonomous functioning. He has published in Journal of Personality and Social Psychology, Child Development, Journal of Personality, Developmental Psychology, and Journal of Educational Psychology.

Moti Benita

Moti Benita is a lecturer at the Department of Education at Ben-Gurion University. His interest is in the conditions giving rise to successful goal and value pursuit processes, with a focus on self-determination theory, Shchwartz’s value theory and achievement goal theory.

Noam Yitshaki

Noam Yitshaki is the director of a study on youth risk behavior that is funded by the Bi-National USA-Israel Science foundation. In addition, she is working in Ben-Gurion University (BGU), and as a school psychologist in the Israeli School Psychology Services. Her PhD research focused on the role of autonomy support and frustration in the family and at school as predictors of risk behaviors in Jewish early adolescents In Israel. She is also interested in the social and emotional aspects of learning, development and well-being at school.

Yael Geifman

Yael Geifman is a Ph.D. candidate in Ben-Gurion University (BGU), and she also works as a school psychologist in the Israeli School Psychology Services. Her PhD research focuses on the experience of having an authentic inner compass as an important aspect of the need for autonomy.

Wisam Maree

Wisam Maree is a Ph.D. candidate in Ben-Gurion University (BGU). Her PhD research focuses on parenting attributes predicting of risk behaviors of Bedouin adolescents. She is on the staff of the clinical psychology program in Achva College in Israel, and is the director of the clinical psychology services in Rahat, Israel.