Center for Psychology of Religion

Davis, E. B., Day, J. M., Lindia, P. A., & Lemke, A. W. (in press). Religious/spiritual development and positive psychology: Toward an integrative theory. In E. B. Davis, E. L. Worthington, Jr., & S. A. Schnitker (Eds.), Handbook of positive psychology, religion, and spirituality. Springer Nature.

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Saroglou, V., Karim, M., & Day, J. M. (2020). Personality and values of deconverts: A function of current nonbelief or prior religious socialization? Mental Health, Religion, and Culture, 23(2), 139-152.

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Day, J. M. (2017). Religion and human development in adulthood: Well-being, prosocial behavior, and religious and spiritual development. Behavioral Development Bulletin, 22, 298-313.

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Day, J. M. (2017). Religion and adult development: Are there postformal stages in religious cognition? Theoretical considerations, empirical evidence, and promotion of development in adulthood. Behavioral Development Bulletin, 22, 314-321.

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Day, J. M. (2017). La narrativite et le religieux à l'épreuve de la complexite cognitive et de la capacité à tenir compte de plusieurs points de vue: Recherches empiriques et observations cliniques. In Brandt, P-Y., Jesus, P., & Roman, P. (Eds.) Récit de soi et narrativité dans la construction de l'identité religieuse (pp. 201-226). Paris. Editions des Archives Contemporaines.

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Featherston, K. G., Chen, S.J., Toth-Gauthier, M., Day, J. M., Herman, P., Laverdeur, R., Nicolaï, L., Nicolay, A.-C., Sini, A., Tilkin, C., Tyberghein, M., & Vanheck, C. (2016). An analysis of the Verbal Comprehension Index of the Wechsler Adult Intelligence Scale—Fourth Edition (WAIS–IV) using the Model of Hierarchical Complexity (MHC): Why might stage be a better measure of “smarts” than verbal IQ? Behavioral Development Bulletin, 21, 50-62.

 

Sautelet, A., & Day, J. M. (2016). Approche cognitivo-développementale de l’éthicité professionnelle de futurs enseignants en formation initiale. Les Dossiers du GREE, 3, 298-318.

 

Toth-Gauthier, M., & Day, J. (2015). Cognitive complexity, religious cognition, cognitive development, and religious judgment: An empirical study of relationships amongst “normal” and “gifted” young people. Behavioral Development Bulletin, 20, 60-69.

 

Formoshino, M., Day, J., Jesus, P., & Reis, C. (2014). Revisiting the foundations of constructivism: The ethical and theological groundwork of Piaget's early psychopedagogical thought. Theoria et Educacion, 2, 25-41.

 

Brandt, P-Y., & Day, J. (Eds.). (2013). Psychologie du développement religieux: Questions classiques et perspectives contemporaines. Geneve: Labor et Fides.

 

Day, J. M. (2013). Constructs of meaning and religious transformation: Cognitive complexity, postformal stages, and religious thought. In H. Westerink (Ed.), Constructs of meaning and religious transformation: Current issues in the psychology of religion (pp. 59-79). Göttingen, Germany: Vienna University Press.

 

Day, J. M. (2013). Le modèle de complexité hiérarchique et la psychologie du developpement religieux, spirituel et moral. In P.-Y. Brandt & J. M. Day (Eds.), Psychologie du développement religieux: Questions classiques et perspectives contemporaines (pp. 107-122). Geneve: Labor et Fides.

 

Day, J. M., & Jesus, P. (2013). Epistemic subjects, discursive selves, and dialogical self theory in the psychology of moral and religious development: Mapping gaps and bridges. Journal of Constructivist Psychology, 26, 137-148.

 

Day, J. M. (2011). Religious factors in moral decision-making: Towards an integrated, socio-cultural developmental model. Estudios de Psicología, 32, 147-161.

 

Day, J. M. (2011). Du tiers présent au transcendent: Ombres, lumières, et objets du transitionnel. In J.-L. Brackelaire, A.-C. Frankard, C. Janssen, & S. Tortolano (Eds.), Objet transitionnel et objet-lien: Regards croisés. Louvain-la-Neuve: Academia.

 

Day, J. (2011). Religious, spiritual, and moral development and learning in the adult years: Classical and contemporary questions, cognitive-developmental and complementary paradigms, and prospects for future research. In C. H. Hoare (Ed.), Oxford handbook of reciprocal adult development and learning (2nd ed., pp. 318-345). Oxford: Oxford University Press.

 

Day, J. M. (2011). Believing as if: Postconventional stages, cognitive complexity, and postformal religious constructions. In A. H. Pfaffenberger, P. W. Marko, & A. Combs, (Eds.), The postconventional personality: Assessing, researching, and theorizing higher development (pp. 189-203). New York: State University of New York Press.

 

Day, J. M. (2010). Religion, spirituality, and positive psychology in adulthood: A developmental view. Journal of Adult Development, 17, 215-229.  

 

Day, J. M. (2010). Conscience: does religion matter? Empirical studies of religious elements in pro-social behaviour, prejudice, empathy development, and moral decision-making. In W. Koops, D. Brugman, T. J. Ferguson, & A. F. Sanders (Eds.), The development and structure of conscience (pp. 49-68). London: Psychology Press.

 

Day J. M. (2010). Culture, psychology, and religion: Critically appraising Belzen's contributions. Mental Health, Religion, and Culture, 13, 359-363.

 

Day, J. M. (2009). Conversion religieuse liée à la prise de décision morale: Recherche empirique en psychologie du développement auprès de jeunes chrétiens et musulmans belges et anglais. In P.-Y. Brandt & C.-A. Fournier (Eds.), La conversion religieuse: Analyses psychologiques, anthropologiques et sociologiques (pp. 151-176). Genève: Labor et Fides.

 

Day, J. (2008) Marital spirituality through the life course: insights from psychology. In Knieps-Port le Roi, T. & Sandor, M. (Ed.), Companion to marital spirituality. Leuven. Peeters Press. 85-104.

 

Day, J. (2008). Human development and the Model of Hierarchical Complexity: Learning from research in the psychology of moral and religious development. World Futures: The Journal of General Evolution, 64, 452-467.

 

Day, J. (2008). Theoretical and empirical perspectives in the psychology of religious development: Some implications for understanding Jesus and the Gospels. In F. Watts & E. Gulliford (Eds), Jesus and psychology: Approaching the Gospels psychologically. London: Dartman & Todd.

 

Day, J. (2007). Moral reasoning, religious reasoning, and their supposed relationship: Paradigms, problems, and prospects: A brief empirical overview. Adult Developments: The Bulletin of the Society for Reseach in Adult Development, 11, 6-10.

 

Mosher, R., Youngman, D., & Day, J. (Eds). (2006). Human development across the lifespan: Educational and psychological applications (2nd ed.). Westport: Praeger Publishing.

 

Day, J. & Youngman, D. (2003). Discursive practices and their interpretation in the psychology of religious development : From constructivist canons to constructionist alternatives. In J. Demmick & C. Andreoletti (Ed.), The Handbook of Adult Development (pp. 509-532). New York: Plenum

 

Day, J. (2001). From structuralism to eternity?: Re-imagining the psychology of religious development after the cognitive-developmental paradigm. International Journal for the Psychology of Religion, 11, 173-183.

 

Day, J. (2001). Le discours religieux en contexte: deux etudes aupres d'adolescents et de jeunes adultes en Belgique francophone. In V. Saroglou & D. Hutsebaut (Eds.), Religion et developpement humain: Questions psychologiques (pp. 57-69). Paris: L'Harmattan.

 

Day, J. (2000a). The social construction of morality: Archives of contemporary psychology: Voices in social constructionism. Los Angeles: Master's Work Video Productions.

 

Day, J. (2000b). Incertitude, identite et questions morales dans le developpement des adolescents. In G. Bajoit, F. Digneffe, J-M. Jaspard, Q. Nollet de Brauwere (Eds.), Jeunesse et societe: La socialisation des jeunes dans un monde en mutation. Brussels: De Boeck

 

Hannick, S., Passone, S. & Day, J. (2000). La communication facilitee pour les autistes: a prendre ou a laisser? Une etude exploratoire. Neuropsychiatrie de l'enfant et de l'adolescent 48, 269-75.

 

Day, J. (1999a). Exemplary sierrans: Moral influences. In Mosher, R., Connor, D., Kalliel, K., Day, J., Yakota, N, Porter, M. & Whiteley, J., Moral action in young adulthood (pp. 145-154). National Resource Center for the First-Year Experience and Students in Transition: University of South Carolina Press.

 

Day, J. (1999b). The primacy of relationship: A meditation on education, faith, and the dialogical self. In J. Conroy (Ed.), Catholic education: Inside out-outside in. Dublin: Veritas.

 

Day, J. (1999c). Das Gute wissen-das Gute tun: Narrationen uber Urteil und Handeln in den moralischen Entscheidungen junger Erwachsener. In D. Garz, F. Oser & W. Althof (Eds.), Moralisches urteil und Handeln (pp. 406-431). Frankfurt am Main: Suhrkamp Verlag.

 

Day, J. (1999d). The moral influence interview. In R. Mosher, D. Connor, K. Kalliel, J. Day, N. Yakota, M. Porter, & J. Whiteley (Eds.), Moral action in young adulthood. Charleston S.C., Center for the Study of the Freshman Year, University of South Carolina Press.

 

Day, J. (1999e). Review of World Views in Modern Society: Empirical Studies of the Relationship between World View, Culture, Personality, and Upbringing edited by Nils G. Holm and Kaj Bjorkqvist. Journal for the Scientific Study of Religion, 38 (2), 311-312.

 

Day, J. & Naedts, M. (1999). Constructivist and postconstructivist perspectives on moral and religious judgment research. In R. Mosher, D. Youngman, & J. Day (Eds), Human development across the lifespan: Educational and psychological applications (pp. 239-264). Westport: Praeger Publishing.

 

Day, J. (1998). Verhalen, identiteiten, god (en): Narratieve bemiddling en religieus discours. In R.R. Ganzevoort (Ed.), De praxis als verhaal: Narrativiteit en praktische theologie (pp. 93-107). Kampen: Kok Verlag.

 

Day, J. & Naedts, M. (1997). A reader's guide for interpreting texts of religious experience: A hermeneutical approach. In J.A. Belzen (Ed.), Hermeneutical approaches in the psychology of religion (pp. 173-193). Amsterdam: Rodopi.

 

Day, J. (1996). Recognition and responsivity: Unlearning the pedagogy of estrangement for a catholic moral education. In T. McLaughlin, J. O'Keefe, & B. O'Keefe (Eds.), The contemporary catholic school: Context, identity, and diversity. London: Falmer.

 

Day, J. & Tappan, M. (1996). The narrative approach to moral development: From the epistemic subject to dialogical selves. Human Development, 39 (2), 67-82.

 

Day, J. (1995). Sviluppo, educazione, e personalita morale. Pedagogia et Vita, 53 (1), 31-49.

 

Day, J. & Naedts, M. (1995). Convergence and conflict in the development of moral judgment and religious judgment. Journal of Education, 177, 2, 1-30.

 

Day, J. & Tappan, M. (1995). Identity, voice, and the psycho/dialogical: Perspectives from moral psychology. American Psychologist, 50 (1) 47-49.

 

Day, J. (1994a). Obligation as motivation: resources and obstacles for counselor education. The Journal of Counseling and Development, 73, 108-111.

 

Day, J. (1994b). Narratives of "belief" and "unbelief" in young adult accounts of religious experience and moral development. In D. Hutsebaut & J. Corveleyn (Eds.), Belief and unbelief: Psychological perspectives (pp. 155-173). Amsterdam: Rodopi

 

Day, J. (1993a). Speaking of belief: Language, performance, and narrative in the psychology of religion. The International Journal for the Psychology of Religion, 3 (4), 213-230.

 

Day, J. (1993b). Moral development and small group processes: Learning from research. The Journal for Specialists in Group Work, 18 (2), 55-67.

 

Day, J. (1993c). Theoretical research. In E. Nickerson (Ed.), The dissertation handbook (pp. 76-87). Dubuque Iowa: Kendall Hunt.

 

Day, J. (1993d). Reviewing 'The Moral Domain' (T. Wren, Ed.). The Journal of Moral Education, 22 (2), 171-173.

 

Day, J. (1992). Narrative, moral development, and psychotherapy. Cambridge Psychotherapy Archives. University of Cambridge.

 

Day, J. (1991a). The moral audience: On the narrative mediation of moral 'judgment' and moral 'action'. In M. Tappan & M. Packer (Eds.), Narrative and storytelling: Implications for understanding moral development (New directions for child development, No. 54; pp. 27-42). San Francisco: Jossey-Bass.

 

Day, J. (1991b). Narrative, psychology, and moral education. American Psychologist, 46, 167-168.

 

Day, J. (1991c). Role-taking reconsidered: Narrative and cognitive-developmental interpretations of moral growth. The Journal of Moral Education, 20, 305-317.

 

Day, J. (1991d). Moral psychology and the moral education of young children: Toward a developmental view. Junge Kinder: The Journal of the Association for Young Children, Europe. Volume 20. No. 1

 

Day, J. & Laufer, W. (Eds.). (1987). Crime, values, and religion. Norwood, N.J.: Ablex Publishing.

 

Laufer, W. & Day, J. (Eds.). (1983). Personality theory, moral development, and criminal behavior. Lexington MA. and London: D.C. Heath-Lexington Books.