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Robert Enright [6]Robert D. Enright [5]
  1.  90
    Forgiveness: A Developmental View.Robert D. Enright, Elizabeth A. Gassin & Ching-Ru Wu - 1992 - Journal of Moral Education 21 (2):99-114.
    Abstract The concept of interpersonal forgiveness is described first through an examination of ancient writings and contemporary philosophical and psychological discourse. Two psychological models are then described. The first concerns developmental patterns in how people think about forgiving another. The second describes how people may go about forgiving another. Implications for counseling and education are drawn.
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  2.  21
    The Role of Consequences of Moral Action in Maximizing Moral Elevation.Zhuojun Yao & Robert Enright - 2018 - Journal of Moral Education 47 (4):1-15.
    Moral elevation is described as a state of positive emotion that includes uplifting feelings, positive views of humanity and a desire to be a better person. Numerous empirical studies have demonstrated that elevation has powerful effects on people’s moral intention and behavior. The next step is to investigate how to maximize the emotion of elevation. According to the evolution of moral elevation research and the theory of moral disgust, we hypothesized that the consequences of moral action would influence moral elevation. (...)
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  3.  55
    Forgiveness Education with Parentally Love‐Deprived Late Adolescents.Radhi H. Al-Mabuk, Robert D. Enright & Paul A. Cardis - 1995 - Journal of Moral Education 24 (4):427-444.
    Abstract Two studies with male and female college students (n = 48 in study 1, n = 45 in study 2), who judged themselves to be parentally love?deprived, engaged in a randomised, experimental and control group design focused on forgiving the parent(s). Study 1 was a 4?day workshop centring on a commitment to forgive. Study 2 was a 6?day workshop that included more of the therapeutic regimen from the Enright and the Human Development Study Group (1991) forgiveness model. Study 1 (...)
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  4.  16
    Investigating the Place of Forgiveness Within the Positive Youth Development Paradigm.John Klatt & Robert Enright - 2009 - Journal of Moral Education 38 (1):35-52.
    This article examines the place of forgiveness within the Positive Youth Development paradigm. We suggest knowledge of forgiveness can be advanced by understanding it from a developmental perspective. We review research indicating that forgiveness can contribute to positive developmental outcomes during adolescence and we explore theoretical relationships between forgiveness and three important components of the PYD perspective: the development of a moral identity, developmental assets and adolescents as co-producers of their development. These particular PYD concepts are discussed because of their (...)
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  5.  14
    Piloting Forgiveness Education in a Divided Community: Comparing Electronic Pen-Pal and Journaling Activities Across Two Groups of Youth.Robert D. Enright, Margaret Rhody, Breanne Litts & John S. Klatt - 2014 - Journal of Moral Education 43 (1):1-17.
    We used a randomized quasi-experimental design to test the effectiveness of three types of perspective-taking condition in a forgiveness education program. Allport’s Contact Hypothesis was used as a framework for the study design. Eighth graders in an urban Midwestern city were invited to participate. We evaluated the effectiveness of perspective-taking approaches in promoting forgiveness and reducing prejudice, anger and emotional reactivity. We also explored the effects of forgiveness education across socially and culturally diverse groups. We did not find differences between (...)
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  6.  24
    A Classroom Discipline Model for Promoting Social Cognitive Development in Early Childhood.Robert D. Enright - 1981 - Journal of Moral Education 11 (1):47-60.
    Abstract Two first grade teachers were trained in the use of a social cognitive model developed by the present author. The teachers were instructed to use the model in the naturalistic context of the classroom whenever interpersonal difficulties arose in order to increase the students? levels of interpersonal conceptions and social problem solving abilities. For the first 11 weeks, Class 1 was an experimental condition and Class 2 was a control. After the 11 week period, Class 1 was higher than (...)
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  7.  10
    Forgiveness as Character Education for Children and Adolescents.Wei Neng Lin, Robert Enright & John Klatt - 2011 - Journal of Moral Education 40 (2):237-253.
    Forgiveness education has demonstrated psychological, social and academic benefits; however, it has not been discussed as a means of promoting character development for children and adolescents. In this paper, we discuss forgiveness as a moral concept and explain how forgiveness can contribute to current discussions of character education. After reviewing relevant literature we describe how a forgiveness programme can be an effective form of character education and attempt to clarify the contributions the forgiveness literature can make to the field of (...)
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  8.  10
    An Evaluation of Growth in a University Programme.Robert D. Enright & Darwin D. Hendel - 1979 - Journal of Moral Education 9 (1):50-52.
    Despite the increased number of moral development programmes on the elementary and secondary school level (Blatt and Kohlberg, in press; Cooney, 1977; Turiel, 1966), there have been few investigations of the effectiveness of college programmes in increasing students? level of moral judgment. The present study examined the influences on moral growth of a combined full?time helping and full?time academic experience for a group of college undergraduates. It was expected that the helping experiences would lead to increased moral judgments since similar (...)
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  9. Routledge Handbook of Forgiveness.Robert Enright & Glen Pettigrove (eds.) - forthcoming - Routledge.
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  10.  13
    Belief in Altruistic Human Nature and Prosocial Behavior: A Serial Mediation Analysis.Zhuojun Yao & Robert Enright - 2020 - Ethics and Behavior 30 (2):97-111.
    According to the theory of internal working model, belief in altruistic human nature positively influences prosocial behavior. However, the precise influencing mechanism remains unclear. Based on the determinants of human behavior theory and self-efficacy theory, we hypothesized that belief in altruistic human nature indirectly influences prosocial behavior through causally linked multiple mediators of prosocial attitude and prosocial self-efficacy. The results of the current research supported our hypothesis and demonstrated that this serial mediation model could be generalized across individualistic and collectivistic (...)
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