Abstract
In this study, we attempted to investigate the empathy ability of Korean adolescents. Davis’ Interpersonal Reactivity Index was applied to 1155 high school students in Korea, and the results were compared with those obtained from the survey of the American and Dutch students with similar ages. As a result, high school students in Korea had higher cognitive empathy than other countries. But, in cognitive empathy, Fantasy (FN) was lower than Perspective Taking (PT), unlike other countries. The mean score of women in all empathy subscales was higher than that of men. And there is significant difference between humanities and natural science high school students in PT, Empathic Concern (EC) and Personal Distress (PD). However, in the comparison of mean score’s effect size and correlation in the subscales of the empathetic scale, it was confirmed as an unstable structure in PD. Therefore, there is a need to educationally discuss how to improve this limitation of measuring empathy in the further research.
Highlights
With the advent of the Fourth Industrial Revolution, there have been widespread perspectives that all things will change completely due to technological convergence (Schwab, 2016)
The data collected for comparison are taken from the results of the research in which the Interpersonal Reactivity Index (IRI) was applied to 417 Americans aged 18 to 38 (Chrysikou & Thompson, 2016), and 232 Dutch high school students with an average age of 17.77 (Hawk et al, 2013)
In this study, the empathy ability of Korean high school students was measured using Davis’ IRI in terms of cognitive and affective aspects, and the results were compared with the results from overseas cases
Summary
With the advent of the Fourth Industrial Revolution, there have been widespread perspectives that all things will change completely due to technological convergence (Schwab, 2016) In this regard, Schwab (2016) said that empathy, which is one of the most important parts of human nature, could be a solution to the problems caused by the loss of humanity. Programme for International Student Assessment (PISA) 2015 started to measure collaborative problem solving abilities. This means that collaborative problem solving abilities, which refers to the importance of interpersonal abilities such as empathy, are educationally needed (OECD, 2017). We need to investigate educational approaches to empathy in response to these social demands
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