Abstract
In the current study, it is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level. The research is a correlational study and the universe of the study consisted of fifth graders from all state schools in six districts of Ankara (the capital of Turkey). The sample is 1079 fifth-grade students from 18 public schools in these districts. As data collection tools of the research, “Responsibility Scale for Children”, “Empathy Scale” and “Personal Information Form” were applied to the students. Descriptive statistics, independent groups t-test, parametric and nonparametric correlation analysis were used for data analysis (with SPSS 15.0). According to the results of the research, there is a positive, moderate and significant relationship between empathy and responsibility levels of students. The level of the relationship between empathy and responsibility levels of students is higher in males than in females. The students have the highest level of the relationship between empathy and responsibility levels is the group with middle Social Studies success, followed by those students who achieved success at a high level and who achieved success at a low level. The students from upper socioeconomic schools have the highest level of the relationship between empathy and responsibility levels. These are followed by those students from low socioeconomic schools and who from medium socioeconomic schools, respectively.
Highlights
In the middle of the twentieth century, as we were passing through to a democratic culture from traditional culture, our educational institutions were under the influence of this transition
It is aimed to examine the relationship between empathy and responsibility levelsof fifth grade students and for this purpose, the said relationship was examined in terms of gender, Social Studies achievement score and school socioeconomic level
When we look at correlation coefficients (Pearson), it is understood that the students from upper socioeconomic schools have the highest level of the relationship between the empathy and responsibility levels
Summary
In the middle of the twentieth century, as we were passing through to a democratic culture from traditional culture, our educational institutions were under the influence of this transition. They have begun to adopt the humanistic approach that deals with the feelings, perceptions, beliefs, and aims that are contemporary, differs from the others and are unique (Kandemir and Ozbay, 2009). The basis of the humanistic approach is the student. The basis of humanist education is self-awareness, self-motivation, personal responsibility, development of skills, creativity, and flexibility in the face of events (Ozbay and Sahin, 1997). The school and classroom atmosphere must be appropriate for the pupil to develop these qualities
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