Abstract
Current conceptualizations of the nature of character development, including its content, structure, and function, are consistent with the relational developmental systems metatheory. However, there is more conceptual consensus than empirical support for these ideas. With the intention of promoting programmatic research about the nature of character development, we present ideas pertinent to devising a relational developmental systems-derived model of character development, and we suggest ways in which research testing such a model might proceed. We discuss the implications of tests of this model for the enhancement of theory and for programs aimed at promoting different facets of character.
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