Empathy Ability Research Articles

유아교사의 공감능력 및 교사-유아 상호작용과 유아 또래놀이 상호작용 간의 구조적 관계 분석

Objectives To set the empathic ability of early childhood teachers, which affects young children's peer play interactions, as an independent variable and teacher-child interaction as a mediating variable, and to analyze the structural relationship between the variables.
 Methods A survey was conducted targeting 91 early childhood teachers and 343 5-year-old children located in S City, G Province, K City, and J Province to confirm the structural relationship between variables related to children's peer play interaction, and the collected data conducted path analysis using structural equations with PASW 24.0 and AMOS 18.0.
 Results As a result of confirming the structural relationship according to the research question, first, there is a positive correlation between the independent variable, the early childhood teacher's empathy ability, and the mediating variable, teacher-child interaction, and the independent variable, the early childhood teacher's empathy ability, the mediating variable, teacher-child interaction. Among children's peer play interactions, there was a positive correlation with the dependent variable ‘play interaction’, a negative correlation with ‘play disruption’, and no correlation with ‘play interruption’. Secondly, The influence of this dependent variable on children's peer play interaction was confirmed to have a larger indirect effect than a direct effect when mediated by teacher-infant interaction. In addition, it was confirmed that the early childhood teacher's empathy ability showed only a direct effect on teacher-child interaction, and that the mediating variable, teacher-child interaction, also had a direct effect on the dependent variable, children's peer play interaction.
 Conclusions Although the early childhood teacher's empathy ability is significant as a variable that affects children's peer play interactions, it can be predicted that teacher-child interaction is a variable that has a more meaningful impact. This suggests that re-education of teacher-infant interaction that can be practically used in the field is necessary to improve the quality of children's peer play interactions.

긍정강화인성프로그램이 간호대학생의 돌봄, 방어기전, 공감능력, 정서지능에 미치는 효과

Objectives This study was attempted to apply a positive reinforcement personality program for nursing students and to verify its effects on care, defense mechanisms, empathy ability and emotional intelligence. Methods This positive reinforcement character program was developed based on positive psychological reflection on character education and character education based on Seligman's(2011) positive psychology theory, and was provided as an 8-session program once a week. Data collection was from October 17 to December 9, 2022, and the study subjects were first-year nursing students at two four-year universities located in the region, with a total of 44 people, 22 in the experimental group and 22 in the control group. Data collected in a quasi-experiment with a non-equivalent control group before and after design were analyzed using SPSS 26.0. Results The positive reinforcement personality program significantly differed in nursing students' care(t=2.73, p=.013), empathy ability(t=3.87, p=.000), and emotional intelligence(t=-2.56, p=.012). However, the defense mech-anism sub-domains were immature(t=2.35, p=.076), mature(t=1.57, p=.136), self-inhibitory(t=2.96, p=.068), con-flict avoidant(t=-1.83, p=.152) there appeared to be no significant difference in any of the defense mechanisms. Conclusions Since this program can be an effective intervention to improve nursing students' care, empathy abil-ity, and emotional intelligence, it is thought that it can be used as basic data to prepare a plan to vitalize personality education of nursing students and develop a personality education program.

Medial Temporal Lobe Tau Aggregation Relates to Divergent Cognitive and Emotional Empathy Abilities in Alzheimer's Disease.

In Alzheimer's disease (AD), the gradual accumulation of amyloid-β (Aβ) and tau proteins may underlie alterations in empathy. To assess whether tau aggregation in the medial temporal lobes related to differences in cognitive empathy (the ability to take others' perspectives) and emotional empathy (the ability to experience others' feelings) in AD. Older adults (n = 105) completed molecular Aβ positron emission tomography (PET) scans. Sixty-eight of the participants (35 women) were Aβ positive and symptomatic with diagnoses of mild cognitive impairment, dementia of the Alzheimer's type, logopenic variant primary progressive aphasia, or posterior cortical atrophy. The remaining 37 (22 women) were asymptomatic Aβ negative healthy older controls. Using the Interpersonal Reactivity Index, we compared current levels of informant-rated cognitive empathy (Perspective-Taking subscale) and emotional empathy (Empathic Concern subscale) in the Aβ positive and negative participants. The Aβ positive participants also underwent molecular tau-PET scans, which were used to investigate whether regional tau burden in the bilateral medial temporal lobes related to empathy. Aβ positive participants had lower perspective-taking and higher empathic concern than Aβ negative healthy controls. Medial temporal tau aggregation in the Aβ positive participants had divergent associations with cognitive and emotional empathy. Whereas greater tau burden in the amygdala predicted lower perspective-taking, greater tau burden in the entorhinal cortex predicted greater empathic concern. Tau burden in the parahippocampal cortex did not predict either form of empathy. Across AD clinical syndromes, medial temporal lobe tau aggregation is associated with lower perspective-taking yet higher empathic concern.

임상간호사의 공감능력과 간호조직문화인지가 임상의사결정능력에 미치는 영향

Objectives This study investigates the influence of clinical nurses' empathy ability and Cognition of nursing organizational culture on clinical decision-making ability.
 Methods Data collection was conducted on 198 clinical nurses at two general hospitals at P City from February10 to February 28th, 2023. The data responded to the survey were analyzed using descriptive analysis, t-test, One-way ANOVA, Pearson's correlation coefficient, and Hierarchical Multiple Regression Analysis.
 Results As results of this study, empathy ability scored 5.01 out of 7, Cognition of nursing organizational culture 3.47 out of 5, decision-making ability score was 3.56 out of 5. Empathy ability was significantly higher when the woker higher departmental experience (F=2.567, p<.05), the higher position (F=3.662, p<.05). Cognition of nursing organizational culture increased woker higher departmental experience (F=2.753, p<.05) and higher the position (F=3.234, p<.05). Clinical nurses' of clinical decision-making ability was correlated with empathy ability(r=.568, p<.001) and there was a correlation with Cognition of nursing organizational culture (r=.467, p<.001), there was a correlation with also correlated with empathy ability(r=.370, p<.001). Empathy ability(β=.457, p<.001) and Cognition of nursing organizational culture (β=.298, p<.001) had an effect on clinical decision-making ability, explaining 39.9% of the variance. In other words, it was results show that higher levels of empathy ability and Cognition of nursing organizational culture were associated with enhanced clinical decision-making ability.
 Conclusions Based on the results of this study, there is a need of the development and application of programs to clinical decision-making ability improvement program to strengthen clinical competency of Clincal nurses.

문학기반학습이 간호대학생의 감성지능, 공감능력, 문제해결능력에 미치는 효과

Objectives The purpose of this study was to verify the effect of literature-based learning on the problem-solving ability, nursing students' emotional intelligence and empathy.
 Methods The educational program of this study was developed based on the ADDIE (analysis, design, and development evaluation) model, and the research design is a similar experimental study applying a design before and after an unequal control group. Data were collected from March to April 2022, using a self-report questionnaire, targeting 37 patients in the experimental group and 37 patients in the control group as nursing students located in B city. SPSS/WIN 23.0 statistical program was used to analyze frequency, mean and standard deviation, X2 -test, peired t-test, independent-test, and two way ANOVA with repeated measures.
 Results Literature-based learning improved emotional intelligence (t=2.343, p=.022), empathy ability (t=3.103, p=.003), and problem-solving ability (t=2.997, p=.004) of nursing students. However, there was no difference between the two groups over time.
 Conclusions Literature-based learning will help improve emotional intelligence and empathy of nursing students, and is meaningful in that it has a positive effect on improving problem-solving ability and presents a teaching-learning model.

A Study on Literature Education for the Cultivation of Empathy Ability - Focused on Kim, Youjeong's novel -

A Study on Literature Education for the Cultivation of Empathy Ability - Focused on Kim, Youjeong's novel -

The Construction of Historical Empathy in Learning History with a Global Diversity Perspective

This study aims to map the ability of historical empathy in learning the history of global diversity. This article adopts qualitative research with literature review method. The steps in this method are: first, identifying the formulation of the problem; second, identifying relevant research; third, selecting studies; fourth, mapping the data; and fifth, compiling, summarizing, and reporting the results. The results of the study describe the definition of historical empathy, the construction of the concept of historical empathy in the formation of the character of global diversity, and the practice of historical empathy with insight into global diversity, which includes relevant learning models, learning resources, and appropriate learning materials. The Learning Model includes introduction, investigation, display, and reflection. Learning resources are recommended through films or museums and must be adapted to learning materials. The implications of this study as a reference material for history teachers in learning design who want to develop historical empathy skills, especially based on global diversity in order to strengthen the character of “Profil Pelajar Pancasila” for students who are tolerant, democratic, open-minded, and critical thinking.

Narrative medicine in clinical internship teaching practice

ABSTRACT Objective: To explore the effect on empathy skills of integrating narrative medicine instruction into clinical internship undergraduate medical education. Methods: One hundred clinical undergraduate students who were transferred to gynecology and obstetrics in 2016 were selected as subjects and divided into two groups. The control group adopted the traditional practice teaching mode, while the experimental group adopted a narrative medicine integrated with traditional teaching mode. The impact of the narrative medicine course was evaluated using the Davis Empathy Scale, and the students’ acceptance of the course was investigated using a self-developed questionnaire. Results: After completion of the rotation, the empathy scores of the experimental group were higher than those of the control group (p < 0.05). Students in the experimental group rated the integration of narrative medicine into the internship class highly, and most students thought that the narrative medicine course was of great benefit with respect to the humanistic quality of medical teaching. Conclusion: The application of narrative medicine teaching in the clinical practice teaching of obstetrics and gynecology promoted students to improve their empathy ability.

Development and Implementation Effects of Home Economics Community Housing Classes for Improving Empathy Ability of Middle School Students

The purpose of this study is to develop and apply a teaching-learning plan of apartment house class to improve middle school students' empathy for home economics education and to verify its effect. The study was conducted in five stages: analysis, design, development, implementation, and evaluation using the ADDIE model. In the analysis phase, the study set learning objectives after analyzing how community housing is dealt with in the 2015 revised home economics curriculum and 12 current technology and home economics textbooks. In the design and development stage, in order to evaluate the validity of the experts and to improve the empathy ability, the study goal design, the composition of the learning elements, the development of the learning materials, and the pre and post-questionnaire for the students were developed. In the implementation stage, the empathic ability evaluation was carried out before and after the beginning of the first class by applying the teaching-learning process plan of the 8th class. In the evaluation stage, we examined whether the teaching-learning process developed in this study has a significant effect on empathy ability by evaluating the pre-post difference of empathy ability. As a result of examining the results of the pre - and post - evaluation of empathy ability for the results of this study, both cognitive and communicative factors were improved, and the apartment house class had a significant effect on the improvement of empathy ability.

Interactive Storytelling Method Based on Local Wisdom to Improve the Empathy Abilities of Group B Children

The low ability of empathy possessed by young children makes them lack a sense of sharing, helping, and understanding other people's feelings. Based on the problems found, it is necessary to provide new methods for developing empathy skills in children. A method that can develop empathy skills is an interactive storytelling method based on local wisdom. This research aims to determine the effect of interactive storytelling methods based on local wisdom on empathy abilities in group B children. This type of research is a quasi-experiment with a non-equivalent control group design. The population in this study was all group B children, totaling 46 children. group B2, totaling 24 children, was the experimental group and group B1, totaling 22 children, was the control group. Data was collected using the observation method and then analyzed using the t-test. Based on the analysis results, there is a significant difference in abilities empathy between the children who were given interactive storytelling methods based on local wisdom and those who were not given interactive storytelling methods based on local wisdom. Based on the results of this research, the use of interactive storytelling methods based on local wisdom affects the empathy abilities of young children.

Empathy deficits, callous-unemotional traits and structural underpinnings in autism spectrum disorder and conduct disorder youth.

Distinct empathy deficits are often described in patients with conduct disorder (CD) and autism spectrum disorder (ASD) yet their neural underpinnings and the influence of comorbid Callous-Unemotional (CU) traits are unclear. This study compares the cognitive (CE) and affective empathy (AE) abilities of youth with CD and ASD, their potential neuroanatomical correlates, and the influence of CU traits on empathy. Adolescents and parents/caregivers completed empathy questionnaires (N = 148 adolescents, mean age = 15.16 years) and T1 weighted images were obtained from a subsample (N = 130). Group differences in empathy and the influence of CU traits were investigated using Bayesian analyses and Voxel-Based Morphometry with Threshold-Free Cluster Enhancement focusing on regions involved in AE (insula, amygdala, inferior frontal gyrus and cingulate cortex) and CE processes (ventromedial prefrontal cortex, temporoparietal junction, superior temporal gyrus, and precuneus). The ASD group showed lower parent-reported AE and CE scores and lower self-reported CE scores while the CD group showed lower parent-reported CE scores than controls. When accounting for the influence of CU traits no AE deficits in ASD and CE deficits in CD were found, but CE deficits in ASD remained. Across all participants, CU traits were negatively associated with gray matter volumes in anterior cingulate which extends into the mid cingulate, ventromedial prefrontal cortex, and precuneus. Thus, although co-occurring CU traits have been linked to global empathy deficits in reports and underlying brain structures, its influence on empathy aspects might be disorder-specific. Investigating the subdimensions of empathy may therefore help to identify disorder-specific empathy deficits.

유아의 성취동기, 인지능력, 갈등해결능력이 공감능력에 미치는 영향력 분석

Objectives The purpose of this study was to analyze the relationships among children's achievement motivation, cognitive ability, conflict resolution ability and empathy ability of young children. Methods The subjects of this study were 222 whose mean age was 58.87 months. The research data were collected by ‘Children’s achievement ability test’, ‘K-WIPPSI-Ⅳ’, ’Children’s conflict resolution ability test’, and ‘Affective situation test’. Pearson correlation and step-wise multi regression were used to analyze the data. Results First, there were positive correlations between achievement motivation, cognitive ability, conflict resolution ability and empathy ability. Second, cognitive ability was revealed to be most predictive factor of empathy ability and conflict resolution ability was an additional positive variable that predicts the empathy ability. Conclusions The results of this study are believed to have provided meaningful implications for building theoretical information on young children's empathy and further finding educational measures to promote young chileren's empathy and developing programs.

플립러닝 기반 디자인씽킹을 활용한 교육프로그램 개발

Objectives The purposes of this study were to develop and apply a horticultural education program for adults with developmental disabilities(DD) using flipped learning based design thinking, and to verify its educational effectiveness. The goal was to examine the educational effectiveness of the program and provide basic data and insights for the development of educational programs targeting adults with DD, where research on teaching and learning methods has not been well done. Methods The program development was carried out following the procedures of the ADDIE model stages: analysis, design, development, implementation, and evaluation. The developed program was applied to the experimental group, and its effects were analyzed. In order to investigate the effectiveness of the horticultural education program using flipped learning-based design thinking, the educational effectiveness was evaluated through the analysis of empathy ability, self-directed learning ability, and academic achievement of adults with DD. Furthermore, a network text analysis was conducted to explore the frequency and centrality of keywords derived from individual interviews with participants in the experimental group and relevant stakeholders. Results The results of applying the developed flipped learning-based design thinking horticultural education program in this study showed statistically significant increases in empathy ability, self-directed learning ability, and academic achievement of adults with DD compared to before the program implementation. Additionally, through interviews with participants in the experimental group, improvements were observed in their attitudes toward class participation and satisfaction with learning experiences following the program intervention. Based on the results and implications obtained from each stage, the horticultural education program for adults with DD using flipped learning-based design thinking was ultimately completed. Conclusions This study holds significance in the development and validation of a horticultural education program using flipped learning-based design thinking, which is distinct from traditional lecture-based horticultural education programs, specifically targeting adults with DD. There is a need to examine the potential for the establishment of flipped learning-based design thinking as a teaching and learning method not only for adults with DD but also for learners with DD across various age groups.

Other-Benefiting Lying Behavior in Preschool Children and Its Relation to Theory of Mind and Empathy.

The present study examined children's lies to help others obtain benefits (other-benefiting lying) and its relation to theory of mind (ToM) and empathy among 3-5-year-old preschool children. One hundred nine children were recruited from preschools in China. A modified hide-and-seek paradigm was used to measure children's other-benefiting lying behavior, a ToM scale was used to measure children's ToM abilities, and an empathy scale was used to measure children's empathy abilities. Results showed that children tended to tell more lies to help other to get benefits as age increased, and further analyses showed that this other-benefiting lying was related to children's ToM component of false belief understanding and their cognitive empathy performance. These findings provide evidence that cognitive factors play important roles in children's lying to help others.

Influence mechanism of consumers’ characteristics on impulsive purchase in E-commerce livestream marketing

On the basis of the parasocial interaction and social presence that e-commerce livestream marketing can create，this study used structural equation modeling and the bootstrapping analysis method to explore the impact of consumers' characteristics on their impulsive purchase in livestream marketing. According to an empirical analysis of 400 valid questionnaire data, consumers' empathy ability and real-life social avoidance have a significant positive impact on their perception of parasocial interaction, and their sense of loneliness has a significant negative impact on the same. Parasocial interaction has a significant positive impact on impulsive purchase and mediates the influence mechanism of empathy ability, sense of loneliness, and real-life social avoidance on impulsive purchase. Both consumers’ empathy ability and mutual assistance have a significant positive impact on their sense of social presence, but the impact of their social presence on their impulsive purchase is not significant.

Empathy in the Prevention of Cyber-aggression

The development of life skills is an important factor in the prevention of cyber-aggression. The most important skill is the ability of empathize. Empathy leads to greater sensitivity to other people, altruism, care, tolerance, and acceptance of differences. This ability is thus rightly desirable in a pluralistic cyberspace, allowing people to function together and express opinions without mutual vilification, humiliation, or abuse. The generation of “screenagers” is significantly threatened by modern socio-pathological phenomena. Emotional laxity and failure of emotional life are to blame for all of this. The study presents the results of research on the verification of the effectiveness of preventive activities aimed at the empathetic experience of pupils in the natural and digital environment. The research sample consisted of 30 pupils aged 9 to 10 years. Half of the pupils (N=15) represented the experimental group and the other half (N=15) the control group. The ratio of girls and boys was approximately equal. The research results showed that the experimental group reported a significantly higher level of empathy than the control group after completing the preventive activities (p = 0.04 &gt; ? = 0.05). The preventive program used in our research included self-experience activities, which, according to our expectations, increased the ability of empathy in the experimental group. At the same time, our findings confirm previous research verifying the mutual correlation between the level of empathy and experiences with cyber-aggression.

Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design

Empathy is a fundamental quality that nursing staff should possess, but the empathy ability of nursing students in China is currently at an intermediate level and requires improvement. This study aimed to explore teaching methods for nursing humanistic education, that can improve the empathy ability of nursing students and cultivate high-quality nursing talents. This study employed narrative education and experiential teaching methods to develop empathic competence in teaching pediatric nursing courses. The empathic ability of nursing students was measured using the JSPE-NS scale before and after teaching and was analyzed to refine the teaching reflection theme words. After teaching, nursing students scored higher on the total empathy scale, perspective-taking dimension, and emotional care dimension than before teaching, with statistically significant differences ( p &lt; 0.05). Five themes were extracted from the teaching reflection, including emotional empathy, pediatric nursing skills, gratitude to parents, reverence for life, and course experience. The results show that the combination of narrative education and experiential teaching methods applied to pediatric nursing courses effectively improved nursing students’ empathy, strengthened their identification with the nursing profession, and promoted the teaching reform of humanistic education in nursing courses. The combination of narrative education and experiential teaching methods can improve the empathic ability of nursing students. This approach is suitable for integrating humanistic education into nursing professional courses and provides a feasible idea for developing humanistic qualities in nurses.

PROGRAM BIMBINGAN DAN KONSELING UNTUK MENGEMBANGKAN EMPATI PESERTA DIDIK REGULER TERHADAP PESERTA DIDIK BERKEBUTUHAN KHUSUS KELAS X DI SEKOLAH MENENGAH ATAS

This research aims to develop a guidance and counseling program to improve the empathy ability of regular students towards students with special needs grade X at SMA CIS Depok. This study is based on the findings of the assessment results using the IRI (Interpersonal Reactivity Index) instrument which shows that the empathy level of regular students is still low so that it often disturbs ABK students, The method used in this study is reaseach and development. The final result of this research is in the form of producing a product for the development of guidance and counseling programs to improve students' empathy skills.

어머니 행복감 군집유형에 따른 유아의 공감능력과 배려행동의 차이

Objectives This study aimed to examine the differences in empathy ability and caring behavior of children across the cluster type of mother's happiness. Methods A survey was conducted on 370 mothers with children aged 4 to 5 living in Seoul and Gyeonggi Province, from October to November 2021. Based on the collected data, cluster types were derived through hierarchical cluster analysis and K-means cluster analysis methods, and the analysis was performed by one-way ANOVA. The main research findings are as follows. Results First, four types of happiness were identified: ‘a group for higher happiness’, ‘a group for higher autonomy’, ‘a group for higher personal growth’, and ‘a group for lower happiness’. Second, the children of mothers from the ‘higher happiness group’ and ‘higher autonomy group’ showed higher empathy and caring behavior than those of mothers from the other groups. Lastly, children of mothers of the ‘higher personal growth’ group were not higher in empathy and caring behavior than those of other mother groups. Conclusions The study results imply that the mother's happiness as a caregiver is important for the development of children's empathy and caring behavior, and that an social and policy approach that can enhance mother's happiness is needed for better children’s empathy and caring behavior. This study is to understand the relationship between parent-child finteraction, child's self-regulation, and child's caring behavior in the early childhood.

Durumsal Liderlik Yaklaşımı: Değişen Dünyada Başarı İçin Esnek Bir Yol

Situational leadership is a flexible leadership approach that is considered the key to success in a changing world. This article examines what situational leadership is, how it is practiced, and why it is important. Situational leadership is based on the leader's understanding of a situation and the needs of the team or organization. The leader adapts his behavior and leadership style according to changing conditions and needs. This approach stands out with the flexibility and adaptability of the leader, rather than adopting a single leadership style. The article highlights the basic elements of situational leadership. Among these, the leader's communication skills, empathy ability, decision-making ability and team management play an important role. The leader needs to be sensitive to the needs of the team and guide accordingly. In a changing world, organizations are constantly faced with new challenges. Situational leadership offers an effective way to deal with these challenges. The leader can quickly adapt to changing market conditions, technological developments and customer expectations. It can also increase success by recognizing the talents of different team members and motivating them properly. The article also highlights the benefits of the situational leadership approach. This approach helps create a culture of flexibility, innovation and creativity in organizations. It also encourages employee engagement and increases team motivation. Situational leadership enables the leader to work together with his team to achieve common goals. In conclusion, the article emphasizes that the situational leadership approach is a flexible way for success in a changing world. It is important that leaders develop the skills to adapt to changing conditions and meet the needs of the team. Situational leadership helps organizations gain competitive advantage in rapidly changing environments and increases success. Keywords: Situational leadership, leader, leadership style