An Investigation into the Effectiveness of Educational Interventions on the Moral Identity of 1418- Year Old Girls; with an Emphasis on Challenges and Limitations

One of the most important moral challenges that damages the personal and social wellbeing is the mismatch between moral knowledge and moral behavior; thus, this research was done with the aim of investigating the effectiveness of educational interventions on the moral identity of teenage girls and applied a quasi-experimental method and pretestposttest design with a control group. The population consisted of high school girls in the city of Qom, zone 1, and one high school was selected as the sample by the convenience sampling (with an agreement with students' parents). Five classes were randomly selected among that high school classes and all students of these classes responded to ego identity questionnaire. After analyzing the questionnaires, 30 students, who were in the category of moratorium identity, were placed in two test and control groups of 15 to receive an intervention. The findings analyzed by the analysis of covariance showed that the educational intervention had a significant and positive effect on the moral identity of teenagers with a moratorium identity in posttest and follow-up phases.