Abstract
This is the first study to investigate humane attitudes toward animals and empathic tendencies toward humans among Chinese adolescents and young adults. The present study administered two scales, the Animal Attitude Scale (AAS) and Interpersonal Reactivity Index (IRI), to 471 Hong Kong secondary school and university students who were between the ages of 14 and 25. The findings of the present study suggest that Chinese secondary school and university students tend to consider the instrumental value of animals used for the benefit of humans. Animal use for luxury purposes was most unacceptable, while animal use for survival purposes was most acceptable to these students. The many undecided responses on animal welfare issues might reflect students’ lack of knowledge regarding the availability of non-animal alternatives in our lives. The results also show that there is a strong link between humane attitudes and human empathy in the young people in Hong Kong. Gender and education level were found to be significant factors of a humane attitude as well as human-directed empathy. The current study implies that a humane education (HE) program could be particularly beneficial to the empathy development of male adolescents.
Highlights
A growing body of research in recent decades demonstrates the benefits of school-based humane education (HE) programs (Chapman, 2000; Coleman, Hall, & Hay, 2008; Spiegel, 2000; Wilson, Dwyer, & Bennett, 2002)
Consistent with previous research (Daly & Morton, 2009; Preylo & Arikawa, 2008) reporting that there was a correlation between animal-directed empathy and human-directed empathy in adults, the current result indicates that humane attitudes and human empathy are highly correlated in the sample of young people
The present study examined attitudes toward animal welfare and empathy toward human in Chinese secondary school and university students
Summary
A growing body of research in recent decades demonstrates the benefits of school-based humane education (HE) programs (Chapman, 2000; Coleman, Hall, & Hay, 2008; Spiegel, 2000; Wilson, Dwyer, & Bennett, 2002). Credit for this growth has been ascribed to a variety of factors, including the efficiency of enhancing the interpersonal strengths of students. Recent studies have evidenced that HE programs are positive interventions in promoting students’ humane attitudes toward the treatment of animals (Ascione, Latham, & Worthen, 1985; Cameron, 1983; Nicoll, Samuels, & Trifone, 2008) and human-directed empathy (Arbour, Signal, & Taylor, 2009; Ascione, 1992; Ascione & Weber, 1996; Fitzgerald, 1981; Paul, 2000)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
