scholarly journals Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator

2021 ◽  
Vol 19 (54) ◽  
pp. 227-246
Author(s):  
Charyna Ayu Rizkyanti ◽  
Citra Wahyuni ◽  
Shofia Alatas
Keyword(s):  
Student Teacher ◽  
Junior High School ◽  
Strong Relationship ◽  
Cognitive Empathy ◽  
Student Teacher Relationship ◽  
Empathy Scale ◽  
Bullying Behavior ◽  
Behavior Scale ◽  
Basic Empathy Scale ◽  
Positive Effect

Introduction.  Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school. Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale. Results.  The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role. Discussion and Conclusion.  These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools. 

scholarly journals Moral Sensitivity, Empathy and Prosocial Behavior: Implications for Humanization of Nursing Care

2020 ◽  
Vol 17 (23) ◽  
pp. 8914
Author(s):  
Iván Suazo ◽  
María del Carmen Pérez-Fuentes ◽  
María del Mar Molero Jurado ◽  
África Martos Martínez ◽  
María del Mar Simón Márquez ◽  
...  
Keyword(s):  
Prosocial Behavior ◽  
Cognitive Empathy ◽  
Mediating Effect ◽  
Affective Empathy ◽  
Moral Sensitivity ◽  
Multiple Mediation ◽  
Mediating Role ◽  
Empathy Scale ◽  
Basic Empathy Scale ◽  
Mediation Models

Humanization of nursing is related to certain social and moral variables. Moral sensitivity, empathy, and prosocial behavior help understand a situation and make decisions that benefit the patient. The objective of this study is to find out how these variables are related, and define the differences in moral sensitivity, empathy, and prosocial behavior in humanization of nursing. We also analyzed the mediating role of empathy in the relationship between moral sensitivity and prosocial behavior. The sample was made up of 330 Spanish nurses aged 22 to 56, who completed the HUMAS Scale and adapted versions of the Basic Empathy Scale, the Moral Sensitivity Questionnaire, and the Prosocial Behavior Scale. Descriptive analyses, bivariate correlations and multiple mediation models were calculated. The results found significantly different mean scores between all the groups in responsibility and moral strength, cognitive empathy, and prosocial behavior, and in moral burden, the differences were in the high-humanization-score group compared to the low-score group. Furthermore, the mediation models showed the mediating effect of cognitive empathy between the responsibility, strength, and moral burden factors on prosocial behavior, but not of affective empathy. The study concluded that humanization in nursing is closely related to moral sensitivity, cognitive empathy, and prosocial behavior. This facilitates a helping, caring, and understanding attitude toward patient needs, but without the affective flooding that affective empathy can lead to.

scholarly journals Empathy, cyberbullying, and cybervictimization among Filipino adolescents

2021 ◽  
Vol 27 (1) ◽  
pp. 65-74
Author(s):  
Tadena Shannen ◽  
Shin-Jeong Kim ◽  
Jungmin Lee
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Significant Relationship ◽  
Cyber Bullying ◽  
Public High School ◽  
School Students ◽  
Bivariate Correlation ◽  
Empathy Scale ◽  
Basic Empathy Scale

Purpose: The purpose of this study was to gain insights into empathy, cyberbullying, and cybervictimization among Filipino adolescents.Methods: The participants were 168 junior high school students in the 7th to 10th grades at a public high school in Cavite Province, Philippines. Data were collected on demographic characteristics, the Basic Empathy Scale, and Revised Cyber Bullying Inventory-II scores. The data were analyzed in SPSS using descriptive statistics (frequency and mean), the independent t-test, bivariate correlation, and one-way analysis of variance.Results: The degree of empathy did not show a statistically significant relationship with cyberbullying (r=-.07, <i>p</i>=.359) but did show a significant relationship with cybervictimization (r=.18, <i>p</i>=.025). Furthermore, cyberbullying had a statistically significant association with cybervictimization (r=.60, <i>p</i><.001).Conclusion: Although empathy does not necessarily affect cyberbullying, higher levels of empathy were found among cyberbullying victims. However, an alarming result of this study is the possibility that victims may become cyberbullies. Therefore, we should highlight empathy as part of efforts to prevent cyberbullying and to solve various cyber-related problems. Since cyberbullying and cybervictimization are closely related, it is important to focus on this relationship and to make multilateral efforts to ensure that cyberbullying does not lead to other negative issues.

scholarly journals Reference values regarding measure of Basic Empathy Scale in forensic adolescents

2021 ◽  
Author(s):  
Andreia Alexandra Cunha Azeredo ◽  
Patricia Figueiredo ◽  
Eduarda Ramião ◽  
Diana Moreira ◽  
Ricardo Barroso ◽  
...  
Keyword(s):  
Children And Adolescents ◽  
Antisocial Behavior ◽  
Reference Values ◽  
Cognitive Empathy ◽  
Altruistic Behavior ◽  
Future Research ◽  
Affective Empathy ◽  
Research With Children ◽  
Empathy Scale ◽  
Basic Empathy Scale

Empathy has revealed a fundamental role in fostering prosocial and altruistic behavior. Conversely, empathic dysfunction has been associated with antisocial behavior (ASB). The Basic Empathy Scale (BES) has been the most used instrument to measure empathy in studies with children and adolescents in forensic settings. Thus, we conducted a systematic review in order to establish reference values for BES in children and adolescents with conduct disorder/antisocial behavior (CD/ASB) and typical controls. Studies related to the topic were obtained from multiple databases (e.g., EBSCO, PubMed, Web of Science), through rigorous exclusion and inclusion criteria. Only papers with empirical and quantitative methodologies from scientific and academic publications were included. A total of 311 studies were identified through database searches and 15 articles were retained for this review. The findings reveal lower empathy scores in children and adolescents with CD/AB (pooled mean for the total scale = 52.32; mean for cognitive empathy = 30.86; pooled mean for affective empathy = 28.83) than controls (pooled mean for the total scale = 67.20; pooled mean for cognitive empathy = 34.04; pooled mean for affective empathy = 32.30). This review provides reference values that can be useful for the application of the BES and the interpretation of its results, both in clinical practice and in future research with children and adolescents.

Family Environment as Predictor of Adolescents’ Loneliness

2017 ◽  
Vol 41 (S1) ◽  
pp. S82-S82
Author(s):  
M. Balážová ◽  
I. Gallová ◽  
J. Praško ◽  
M. Šlepecký ◽  
A. Kotianová
Keyword(s):  
Family Environment ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Cognitive Empathy ◽  
Self Confidence ◽  
Opposite Sex ◽  
Empathy Scale ◽  
Competing Interest ◽  
Basic Empathy Scale ◽  
And Control

IntroductionAt the present time, adolescents are in particular vulnerable to feelings of loneliness. They are gradually emancipating from their family and establish relationships with peers. Among the important predictors of loneliness belong genetic and personal variables and factors of social environment.Objectives and aimsTo examine predictors of adolescents’ loneliness which are located in family environment. To find out how empathy, emotional relationship and control by both of parents contribute to loneliness of adolescent boys and girls.MethodsWe examined 206 adolescents in the age from 10 to 18 years through Basic Empathy Scale, Parenting Style Scale and UCLA Loneliness Scale. Stepwise multiple linear regression analysis was used for data analysis.ResultsThe significant predictors of boys’ loneliness in family environment are emotional relationship of mother and affective empathy of father. The significant predictors of girls’ loneliness include emotional relationship and cognitive empathy of father. Parental control is not a significant predictor of adolescents’ loneliness.ConclusionAdolescents’ loneliness is largely influenced by factors of family environment. Our study highlights the role of emotional relationship provided by the opposite sex parent. Cold behavior of the opposite sex parent could reduce self-esteem and self-confidence of adolescents. Both could help them establish relationships with peers and people outside family, thus protecting them against loneliness. A significant predictor of boys’ and girls’ loneliness is also empathy of father. We recommend to make use of our findings in clinical practice with adolescents, in family therapy as well as in context of attachment.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals The Impact of Academic Press and Student Teacher Relationship on Childrens Emotional Adjustment

2019 ◽  
Vol 3 (1) ◽  
pp. 91
Author(s):  
Fadilla Ayuningtyas ◽  
Sofia Hartati ◽  
Tjipto Sumadi
Keyword(s):  
Student Teacher ◽  
Emotional Adjustment ◽  
Survey Method ◽  
Short Version ◽  
Academic Press ◽  
Student Teacher Relationship ◽  
Teacher Student ◽  
Negative Effect ◽  
The Impact ◽  
Positive Effect

The purpose of this study is to examine the impact of the academic press and student teacher relations on emotional adjustment in children aged 7-8 years. This study used a survey method with 132 respondents in East Jakarta, selected using stratified multistage cluster random sampling. Data collection uses three research instruments in the form of scales 1-3 which is adapted and developed from research indicators using student academic survey press with reliability values (α = .465), short version Student Teacher Relationship Scale (α = .599), and School Liking and Avoidance Questionnaire (α = .715). The results showed that 1) academic press did not had a direct negative effect on emotional adjustment, 2) teacher-student relations had a direct positive effect on emotional adjustment, and 3) academic press and teacher relations simultaneously had a positive effect on emotional adjustment which explained indirect effect of the academic press on emotional adjustment through student teacher relations as a mediator. This indirect influence illustrates that in a state of high positive relations, the academic press's role that the teacher seeks is understood by students as a way for teachers to improve achievement and emotional adjustment. In addition, the positive effect was increasing greater when academic press related together with the teacher-student relationship compared to the partial effect of student relations on emotional adjustment. This greater effect requires a ranking of the partial correlation of the teacher-student relation which is above or greater than the ranking of the partial academic press only.

scholarly journals The Basic Empathy Scale in Chinese College Students: Adaptation and Psychometric Properties of a Revised Form

2021 ◽  
Vol 12 ◽  
Author(s):  
Yin Chen ◽  
Guangbo Dou ◽  
Liang Chen
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Factor Model ◽  
Cognitive Empathy ◽  
Factor Analysis Model ◽  
Chinese College Students ◽  
Confirmatory Factor ◽  
Empathy Scale ◽  
Basic Empathy Scale

This study aimed to revise the Chinese version of the Basic Empathy Scale for college students. The cluster random sampling method was used to select 805 college students from two universities to conduct confirmatory factor analysis, correlation analysis, reliability analysis, and an independent samples t-test. The confirmatory factor analysis model illustrated that the two-factor model failed to fit the data, and the two-factor model with methodological effect was finally accepted. Therefore, the questionnaire exhibits a strong methodological effect among Chinese college students which requires further study. Emotional and cognitive empathy had a significant positive correlation with gratitude and Internet altruism behavior, which showed good convergent validity. The gender difference test revealed that the emotional empathy level of girls was significantly higher than that of boys. The revised Basic Empathy Scale showed acceptable reliability and validity.

scholarly journals Differences between Adolescent Boys’ and Teachers’ Perceptions of the Student–Teacher Relationship

2012 ◽  
Vol 29 (1) ◽  
pp. 1-16 ◽  
Author(s):  
Mark Kavenagh ◽  
Elizabeth Freeman ◽  
Mary Ainley
Keyword(s):  
Teacher Perceptions ◽  
Student Teacher ◽  
Help Seeking ◽  
Strong Relationship ◽  
Adolescent Boys ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
English Class ◽  
Teacher Student ◽  
Teachers And Students

Relationships between teachers and students vary and the way these relationships are perceived by their members also differs. Seventy Australian adolescent boys described their relationship with a key teacher using the My English Class questionnaire. The teachers described the same relationships using the Teacher Student Relationship Inventory. Student–teacher relationships generally were seen positively. Cluster analysis identified two distinct profiles of student–teacher relationship for both student and teacher perceptions. In 44% of cases, perceptions of boys and teachers did not match. The boys considered positive feedback and a caring, helpful attitude towards themselves important elements of a strong relationship whereas teachers considered help-seeking important.

scholarly journals The QCAE: A Questionnaire of Cognitive and Affective Empathy

2009 ◽  
Vol 24 (S1) ◽  
pp. 1-1 ◽  
Author(s):  
R. Reniers ◽  
R. Corcoran ◽  
R. Drake ◽  
N. Shryane ◽  
B. Völlm
Keyword(s):  
Factor Structure ◽  
Cognitive Empathy ◽  
Affective Empathy ◽  
Emotional States ◽  
Online Simulation ◽  
Callous Unemotional ◽  
Five Factors ◽  
Empathy Scale ◽  
Basic Empathy Scale ◽  
Emotional Responsivity

Aims/objectives:A lack of empathy is associated with callous-unemotional behaviour, violence, aggression, criminality, and problems in social interaction. Empathy is, though, inconsistently defined and inadequately measured. We therefore set out to produce a new and rigorously developed empathy questionnaire that would have clinical and public-health relevance.Methods:Sixty-five questions, themed around cognitive empathy (the ability to construct a working model of the emotional states of others) and affective empathy (the ability to be sensitive to and vicariously experience the feelings of others), were administered to two independent samples of healthy volunteers (N1=640, N2=383), which were used to explore and validate the factor structure.Results:Principal components analysis revealed five factors from thirty-seven items. Confirmatory factor analysis confirmed this structure. The hypothesised two-factor structure (cognitive and affective empathy) was tested by adding two second order factors, indicated by the five first-order factors, and provided the best and most parsimonious fit to the data (CFI=0.961, RMSEA=0.048). Cognitive Empathy encompassed Perspective Taking and Online Simulation; Affective Empathy encompassed Emotional Responsivity, Peripheral Responsivity and Emotional Contagion. Females scored significantly higher than males on Affective Empathy but not on Cognitive Empathy. The factors correlated significantly with measures of empathic anger, impulsivity, aggression, psychopathy, Machiavellianism and empathy as measured by the Basic Empathy Scale.Conclusions:The QCAE measures the distinct and specific components that make up cognitive and affective empathy. The factor structure was confirmed in independent samples and represents a valid tool for assessing cognitive and affective empathy and its subcomponents.

scholarly journals Treatment with Methylphenidate Improves Affective but Not Cognitive Empathy in Youths with Attention-Deficit/Hyperactivity Disorder

Children ◽  
2021 ◽  
Vol 8 (7) ◽  
pp. 596
Author(s):  
Pamela Fantozzi ◽  
Pietro Muratori ◽  
Maria Celeste Caponi ◽  
Valentina Levantini ◽  
Cristina Nardoni ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Cognitive Empathy ◽  
Social Impairment ◽  
Adhd Symptoms ◽  
Linear Regression Models ◽  
Hyperactivity Disorder ◽  
Empathy Scale ◽  
Basic Empathy Scale ◽  
Age Range

Background: Beside the core symptoms, patients with attention-deficit/hyperactivity disorder (ADHD) frequently show relevant difficulty in developing relationships with peers. Although ADHD symptoms may account for social impairment, deficits in cognitive and/or affective empathy have also been involved. Our aim was to investigate the effect of methylphenidate (MPH) treatment on affective and cognitive empathy. Methods: Sixty-one drug-naïve youths with ADHD (age range 6 to 17 years, mean 10.3 ± 2.8 years, 51 males) naturalistically treated with MPH monotherapy were followed up for 6 months for ADHD symptoms and empathy, measured with the Basic Empathy Scale. Results: After being treated with MPH, the patients showed a significant improvement in affective and cognitive empathy scores. Linear regression models showed that changes in inattention symptoms predicted changes in affective but not in cognitive empathy, while changes in the hyperactivity/impulsivity symptoms did not predict changes in affective or cognitive empathy. Conclusions: Our study provides a further contribution for a better understanding of the possible effects of the MPH on youth’s characteristics.

scholarly journals The Role of Cognitive Empathy on Adolescents’ Phubbing During Pandemic Covid-19

2021 ◽  
Vol 8 (2) ◽  
pp. 189-198
Author(s):  
Charyna Ayu Rizkyanti ◽  
Nabilah Edyta ◽  
Nefira Dewi Fitrusti
Keyword(s):  
Social Media ◽  
National Identity ◽  
Gender Difference ◽  
Social Interactions ◽  
Learning Process ◽  
Cognitive Empathy ◽  
Digital Platforms ◽  
Empathy Scale ◽  
Basic Empathy Scale

During the Covid-19 pandemic, various activities, including the learning process, have shifted to digital platforms. This is a serious concern because teenagers interact more easily with smartphones than pay attention to other people during social interactions, which is called "phubbing". The purpose of this study was to examine the role of cognitive empathy in phubbing among adolescents who use social media. By using the volunteer sampling (opt-in) panel technique, a total of 398 respondents (aged 16-21) were taken part in this study. Respondents filled out two instruments, namely the Phubbing Scale (10 items), the Basic Empathy Scale (9 items). There is an effect of cognitive empathy on phubbing in adolescent social media users, with a contribution value of 38%. The results showed there was a gender difference, with girls reporting higher levels of phubbing and cognitive empathy than boys. This study is the first to provide empirical evidence on the role of cognitive empathy for phubbing on social media among adolescents. This highlights the importance of efforts to indulge our culture as our national identity to stop phubbing becoming the new norm in society, including the younger generation.

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