EMPATI DAN PERAN BYSTANDER DALAM CYBERBULLYING: FAMILY COMMUNICATION PATTERN SEBAGAI MEDIATOR

Sejak media sosial menjadi begitu berpengaruh dalam kehidupan sehari-hari remaja terutama selama kondisi tinggal di rumah dalam Pandemi Covid-19, kekhawatiran para peneliti tentang efek pengamat (cyberbystander) dalam cyberbullying tumbuh. Tujuan penelitian ini adalah untuk mengetahui peran mediator parent communication pattern dalam pengaruh empati terhadap peran sebagau cyberbystander di kalangan remaja pengguna media sosial. Sebanyak 447 remaja berusia 12-21 tahun terlibat dan menyelesaikan Cyberbullying Bystander Scale (CBS) oleh Sarmiento et al., (2019), The Basic Empathy Scale (BES) oleh Jolliffe & Farrington (2006), dan The Revised Family Communication Pattern (RFCP) oleh Koerner & Fitzpatrick (2002). Hasil penelitian menunjukkan bahwa parent communication pattern secara parsial memediasi pengaruh empati terhadap perilaku cyberbystander (B = 0,0241, LLCI = 0,0096, ULCI = 0,0403). Dapatan ini menekankan bahwa empati memiliki efek langsung yang kuat pada perilaku cyberbystander. Temuan ini juga menggarisbawahi pentingnya fungsi keluarga untuk memperkuat empati remaja agar menghindarkan mereka untuk menjadi cyberbystander.

Basic Empathy Scale: A Systematic Review and Reliability Generalization Meta-Analysis

The Basic Empathy Scale (BES) has been internationally used to measure empathy. A systematic review including 74 articles that implement the instrument since its development in 2006 was carried out. Moreover, an evidence validity analysis and a reliability generalization meta-analysis were performed to examine if the scale presented the appropriate values to justify its application. Results from the systematic review showed that the use of the BES is increasing, although the research areas in which it is being implemented are currently being broadened. The validity analyses indicated that both the type of factor analysis and reliability are reported in validation studies much more than the consequences of testing are. Regarding the meta-analysis results, the mean of Cronbach’s α for cognitive empathy was 0.81 (95% CI: 0.77–0.85), with high levels of heterogeneity (I2 = 98.81%). Regarding affective empathy, the mean of Cronbach’s α was 0.81 (95% CI: 0.76–0.84), with high levels of heterogeneity. It was concluded that BES is appropriate to be used in general population groups, although not recommended for clinical diagnosis; and there is a moderate to high heterogeneity in the mean of Cronbach’s α. The practical implications of the results in mean estimation and heterogeneity are discussed.

Reference values regarding measure of Basic Empathy Scale in forensic adolescents

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.

Alexithymia and Empathy in a Non-Clinical Population: How do they Correlate?

Alexithymia and empathy are functional concepts surrounding human emotions.This study aimed to estimate the association between alexithymia and empathy within a neurotypical population. The study was a cross sectional survey conducted within a non-clinical population of medical students at a University in England using voluntary sampling to complete the Toronto Alexithymia Scale (TAS), Basic Empathy Scale (BES), General Health Questionnaire- 12. Alexithymia and empathy scores did not show a statistically significant correlation. There was a statistically significant negative correlation between total alexithymia and cognitive empathy scores (correlation co-efficient was -0.184, p value was 0.013). Men and women differed significantly on empathy scores with women showing significantly higher empathy. The relationship between the understanding of one’s own emotions and the interpretation of others’ emotions are different functions with a more complex interaction than a simple linear correlation. Future research should focus on further exploring the differences between cognitive and affective empathy.

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

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.

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

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.

Impact of Virtual Reality on Healthcare Provider Empathy for Older Adults with Sensory Impairment

Virtual reality (VR) is an innovative technology that can simulate dual sensory impairment so that healthcare providers can experience this affliction common in older adults. The current study investigated whether VR simulation could increase empathy among healthcare workers. Empathetic care is linked with improved patient satisfaction, compliance, and outcomes. The study used a one-group pre/posttest study design implemented with healthcare providers at a hospital in the Mid-Atlantic region. All participants experienced a 7-minute VR scenario from the viewpoint of “Alfred”, a 74-year-old with macular degeneration and high frequency hearing loss on a commercial VR headset (Oculus Rift). A survey assessed participants’ self-reported knowledge, empathy, and behavior change. Empathy was measured using the validated tool Kiersma-Chen Empathy Scale (KCES). Analyses included descriptive statistics and paired t-tests. Survey results showed that participants increased their knowledge of macular degeneration and hearing loss, and that 9 of 14 empathy items had statistically significant increases (average absolute change = .41 points). Additionally, 97% of participants agreed or strongly agreed that they would utilize the information learned in their work with patients. Evidence suggests VR is an effective intervention to increase empathy and positively change behavior to support persons with sensory impairment.

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.