Moral identity in relation to emotional well-being: a meta-analysis.

Introduction: This meta-analytic review surveyed previous empirical studies that examined links between moral identity and indicators of emotional well-being. Additionally, this meta-analysis examined cultural origin as a moderator, testing if links between moral identity and emotional well-being differ in collectivistic vs. individualistic countries. Methods: A systematic literature review was conducted through ProQuest's 65 databases and PubMed. A random-effect meta-analysis and subgroup analyses were conducted using Comprehensive Meta-Analysis 4.0 (CMA) software. Results: Drawing on 27 eligible studies, moral identity was associated with greater emotional well-being (r = 0.27, p < 0.001). Follow up analyses on individual dimensions showed medium effect sizes in links between moral identity and greater happiness or positive affect (r = 0.28, p < 0.001), greater sense of purpose or meaning in life (r = 0.29, p < 0.001), and higher self-esteem (r = 0.25, p < 0.001). Moreover, moral identity was associated with greater life satisfaction showing a small effect size (r = 0.15, p = 0.011). Results showed that effect sizes of links between moral identity and overall emotional well-being did not significantly differ by cultural origin. However, effect sizes tended to be larger in the nine studies that were conducted in collectivistic countries (r = 0.30, p < 0.001) as compared to the 15 studies that were conducted in individualistic countries (r = 0.27, p < 0.001). Discussion: The results of this meta-analysis indicate a robust empirical relationship between moral identity and emotional well-being that is present across various dimensions of emotional well-being and in both individualistic and collectivistic cultures. Systematic review registration: https://osf.io/94f8b/?view_only=6db54da0fa304c83993d0438ecb5c637.

The Driving Profile of Autistic Drivers and Their Driving Experiences: A Systematic Review.

A developmental milestone that both contributes to and facilitates a successful transition into adulthood is the ability to drive. Yet only one in three autistic adolescents successfully obtain a driver's license by age 21 compared to over three-fourths of non-autistic adolescents. Of those who receive their license, there is inconsistency in driving attitudes, experiences and skills. The current study aimed to (1) provide a systematic review of the driving profile of autistic drivers and (2) structurally organize driving performance within a theoretical driving model - Michon's Hierarchical Model of Driving. Following PRISMA guidelines, four databases were systematically searched to identify published articles related to autistic drivers. To be included, all studies met the following inclusion criteria: included autistic sample or people representing or working with autistic individuals, peer-reviewed, published between 2000 and 2021 and contained empirical data reporting on an aspect related to driving or motor vehicle transportation. A systematic search yielded 37 articles that met inclusion criteria. Based on the differential results derived from this review, it appears that autistic drivers are not generally at greater risk of negative driving outcomes; instead, they face unique challenges based on the skills necessary to navigate specific driving contexts. However, due to the inconsistency across results, the actual driving performance in autistic drivers remains unclear. Future research should focus on quantifying these results using an evidenced-based, theoretical framework to identify consistent strengths and challenges in driving performance across autistic drivers.