The moral self of adolescent peer supporters in school: Narrative abilities, emotion regulation, and self-descriptions

The moral self is an important factor in understanding adolescents’ moral functioning. Previous research on moral exemplars has primarily focused on the cognitive and identity related aspects of adults. This study explores the relationship between narrative and emotion regulation skills and moral self-perception in 31 adolescents (aged 12 to 17) who serve as peer supporters in their schools. Data were collected through interviews. Narratives about negative life events were analyzed to examine descriptions of redemption, receiving help from others, enhanced agency, meaning making, emotion regulation, and self-description. The results showed that participants maintained an optimistic outlook despite their negative life experiences. Caring self-descriptions frequently included emotional elements. Adolescent peer supporters with higher levels of narrative and emotion regulation skills showed more complex descriptions of the moral self. Overall, the findings suggest that narrative and emotion regulation skills are closely related to the development of the moral self in these youths.