This study provides deeper insights into how moral education affects the psychological well-being of college students and offers theoretical and practical recommendations for enhancing emotion regulation and implementing psychological well-being interventions. Traditional moral development theories ascribe a significant role for emotion in moral development. It is argued here that what is needed for a clear view of the moral educational relevance of literature and the arts is a conception of moral education that does justice to the interplay between the cognitive and the affective in moral life, and that a non‐relativist Aristotelian ethics of virtue holds out the best prospect for such a moral education of reason and feeling. Fear and anxiety over anticipated punishment are precursors to the internalization of moral values, for example, resulting in guilt or shame when children violate these internalized rules. This study argues that other emotions are also significant. Multiple emotions thus contribute to the development of moral self-awareness in young children, supporting the broader view that early morality is not just a punishment-based system of sanctions and rewards but also derives from young children's sensitivity to human needs and feelings and their own emotional response to these conditions .
Kodoori Swapna (Thu,) studied this question.