The effects of perspective taking on empathy-related responses for college students higher in callous traits

2017 ◽  
Vol 119 ◽  
pp. 86-91 ◽  
Author(s):  
Courtney N. Beussink ◽  
Amy A. Hackney ◽  
Michael J. Vitacco
Keyword(s):  
College Students ◽  
Perspective Taking ◽  
Callous Traits

scholarly journals Position in Educational Activity and Empathy Ability in Adolescence and Teenage Years

2017 ◽  
Vol 9 (3) ◽  
pp. 156-163 ◽  
Author(s):  
E.N. Klimenkova ◽  
A.B. Kholmogorova
Keyword(s):  
College Students ◽  
Perspective Taking ◽  
Emotional Support ◽  
Subject Position ◽  
Educational Activity ◽  
Reactivity Index ◽  
Learning Activity ◽  
The Subject ◽  
The Relationship ◽  
Subjective Learning

The article is devoted to the study of the relationship between empathy and learning activity position in adolescence and young. We present the results of empirical research of 78 assisting professions students (psychologists and teachers) and 42 Polytechnic College students with the techniques of studying empathic abilities (questionnaire of the Interpersonal Reactivity Index of M. Davis in the adaptation of TD Karyagina, projective technique "Consolation Strategies" Vasiluk and EV Sheryagina, processing in the modification of AB Kholmogorova), and the the subject position (the questionnaire "Subject Position in studying activity" by Yu.V. Zaretsky and V.K. Zaretsky). Students less likely to use emotional support, the objective position is more clearly expressed and less subjective in relation to learning activity. Subjects with a subjective learning activity position have stronger empathy, perspective taking and the ability to provide support. Subjects with a subject position often use emotional support.

scholarly journals Individual, relational, and cultural correlates of U.S. Latino/a college students' prosocial behaviors

2020 ◽  
Author(s):  
◽  
Sarah L. Pierotti
Keyword(s):  
College Students ◽  
Perspective Taking ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Prosocial Behaviors ◽  
Individual Level ◽  
Paternal Support ◽  
Prosocial Development ◽  
Cultural Variables ◽  
Statistical Approaches

Prosocial behaviors, or actions intended to benefit others, are important social behaviors that people conduct towards others. These behaviors can be motivated by a host of variables, including individual-level characteristics, relational-level considerations, and culture-specific values. Socioemotive, sociocognitive, and cultural variables have all been studied as important correlates of prosocial behaviors. In addition, maternal and paternal support may play a role in the internalization of these moral motivations. The goal of this study was to test a series of models using both variable-centered and person-centered statistical approaches to investigate how individual-level characteristics, relational-level variables, and culture-specific values both interrelate and simultaneously affect prosocial behaviors. The study used questionnaire measures completed by 250 U.S. Latino/a college students (M age = 21.0 years; 62.0% women). Latent profile analysis and path analysis were used to examine relations among empathic concern, perspective taking, familism, maternal and paternal support, and prosocial behaviors. This research can lend support for culture-specific models of prosocial development that simultaneously account for individual-level, relational-level, and culture-specific characteristics.

Perspective Taking and Empathic Emotions in Letters Written by Grandchildren to Their Grandparent With Dementia Versus Grandparent Without Dementia

2019 ◽  
Vol 41 (1) ◽  
pp. 62-84
Author(s):  
Alexandria R. Ebert ◽  
Anca M. Miron ◽  
Amy E. Hodel ◽  
Sarah K. Rowley ◽  
Rachel Davis ◽  
...  
Keyword(s):  
College Students ◽  
Young Adults ◽  
Family Member ◽  
Perspective Taking ◽  
Family Members ◽  
Second Person ◽  
Shared Experiences ◽  
Orientation Scale

We examined differences in perspective taking and empathic emotions in letters written by young adults with grandparents with dementia (GD; N = 21) versus those with grandparents without dementia (GND; N = 45). College students wrote a letter to either their grandparent with dementia or their grandparent without dementia. The letters were coded for perspective taking and empathic emotions. Perspective taking was operationalized as participants’ scores on a perspective-taking orientation scale as well as number of second-person pronouns and number of shared experiences in the letters. Compared with participants in the GND group, those in the GDs group reported greater perspective taking, higher levels of tenderness and empathic distress, but similar levels of sympathy toward their grandparent. These findings suggest that interpersonal interventions should capitalize on family members’ higher orientation toward taking the perspective of their family member with dementia and their empathic feelings of tenderness toward that person.

Family support, respect, and empathy as correlates of U.S. Latino/Latina college students’ prosocial behaviors toward different recipients

2020 ◽  
Vol 37 (5) ◽  
pp. 1513-1533
Author(s):  
Cara Streit ◽  
Gustavo Carlo ◽  
Sarah E. Killoren
Keyword(s):  
College Students ◽  
Young Adults ◽  
Family Support ◽  
Cultural Values ◽  
Perspective Taking ◽  
Structural Equation ◽  
Empathic Concern ◽  
Prosocial Behaviors ◽  
Equation Modeling ◽  
Latina College Students

Cultural developmental and relational theories suggest that multiple social agents influence young adults’ prosocial behavior (i.e., actions intended to benefit others; e.g., helping or comforting others in need). Despite these theoretical foundations, research that examines cultural and multiple relational correlates of prosocial behaviors in U.S. Latino/Latina college students is scarce. Moreover, young adults are socialized to express prosocial behaviors to recipients that have distinct interpersonal relationships. The present study investigated the relations between mothers’, fathers’, and siblings’ support and U.S. Latino/Latina young adults’ prosocial behaviors toward different recipients (family, friends, and strangers) and considered the mediating roles of family respect values, perspective taking, and empathic concern. The sample was 253 U.S. Latino/Latina college students (58.2% female; M age = 21.07, SD =1.98) with at least one sibling. Structural equation modeling showed evidence for cultural values and moral traits as intervening mechanisms in the relations between family support and prosocial behaviors. All forms of family support predicted family respect values, which were associated with prosocial behaviors toward family and friends more so than toward strangers. Family respect values also predicted perspective taking and empathic concern and there was evidence for the mediating role of empathic concern in the relations between perspective taking and prosocial behaviors (across recipient). The current study demonstrates the interplay of multiple family socialization agents in predicting U.S. Latino/Latina college students’ prosocial behaviors toward different recipients, which has implications for theories of prosocial development.

Motivation for Perspective Taking: Effects of Interdependence and Dependence on Interest in Learning Others' Intentions

1980 ◽  
Vol 46 (3) ◽  
pp. 755-765 ◽  
Author(s):  
Dean Tjosvold ◽  
Lawrence J. Fabrey
Keyword(s):  
College Students ◽  
Perspective Taking ◽  
The Other ◽  
To Receive

Type of dependence on another for outcomes (rewards and costs) was expected to affect interest in learning the other's intentions in future interaction. In Exp. 1, 45 college students were led to believe that their outcomes depended upon the combination of their choice and the other's (interdependence), depended completely on the other's actions (dependence), or were unaffected by the other (independence). In Exp. 2, 34 college students had repeated demonstration of their interdependence or dependence. Participants in the interdependent condition more often relinquished a reward to receive information about the other's intentions than those in the dependent (only in Exp. 2) and independent conditions. Participants in the dependent condition were in turn more interested in the other's intentions than those in the independent one. Results were interpreted as supporting the argument of cognitive developmentalists and symbolic interactionists that interdependence encourages the use and development of perspective-taking ability. Findings also suggest that dependence can induce a feeling of powerlessness which results in disinterest in taking another's perspective.

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