The influence of empathy on personal altruism is a hot topic in international research in recent years. Through combing the previous studies on empathy and altruism, it is found that those studies get contradictory results. Therefore, in this study, implicit association text were used to explore whether there are differences in implicit altruism among people with different empathy abilities. According to the average score of Interpersonal Reactivity Index, 67 subjects were divided into high empathy group and low empathy group. The accuracy, response time and IAT effect (response time of incompatible task less response time of compatible task ) of the implicit altruism experiment were compared between the two groups. The results showed that compared with the incompatible tasks, the compatible task had higher accuracy and shorter response time. In addition, the IAT effect of the high empathy group was significantly greater than that of the low empathy group, indicating that the higher the empathy was, the more automatic the altruistic tendency was. This study provides some supporting evidence for the promotion of altruistic behavior by empathic education.
This study used the MBI-GS and EIS to investigate the status of burnout and its relationship with the emotional intelligence of 146 special school teachers. The results showed that : (1) the burnout score of special school teachers was slightly higher than the theoretical median, and their burnout level was above the average, which was 60.27%. (2) There are significant differences in the total score of burnout and the emotional intelligence level of each dimension. The higher the emotional intelligence level is the less likely to show burnout related symptoms. (3) The dimensions of emotional intelligence, such as emotion perception, regulating the emotions of others, and emotion application, are negatively correlated with the dimensions of burnout. (4) Regression analysis showed that emotion perception could negatively predict emotional exhaustion and low personal accomplishment, whereas regulating the emotions of others could negatively predict low personal accomplishment. Emotional intelligence of special school teachers can be used as one of the predictors of burnout. Emotional intelligence training can effectively alleviate burnout of special school teachers.
In order to explore whether the empathy ability of Chinese special education school teachers has an impact on their burnout, this study investigated 156 special education school teachers using the Empathy Competence Scale and the Burnout Scale. The results are as follows : (1)The scores of various dimensions of burnout of teachers in special education schools are all lower than the theoretical median, and the overall level of job burnout of this group is low. (2)Except imagination was not correlated with emotional exhaustion, other dimensions of empathy ability were significantly correlated with all dimensions of burnout (all p <0.05). (3)Regression analysis found that perspective taking could negatively predict emotional exhaustion and low personal accomplishment (all p <0.05). Empathy concern could negatively predict low personal achievement (p <0.05). Personal distress positively predicted emotional exhaustion, depersonalization, and low personal accomplishment (all p <0.001). Imagination could negatively predict emotional exhaustion and depersonalization (all p <0.05).
Cognitive flexibility is one of the three dimensions of executive function, and the influence of emotion on it has always been a hot topic in international research in recent years. A review of previous studies shows that predecessors focus on influence of basic emotions, while there is no research on higher moral emotions. Guilt emotion, as a special emotion, is a negative emotion, but it has a prosocial function. This study aims to explore the influence of guilt emotion on cognitive flexibility. We induced subjects' guilt emotion by the point estimation task, and then selected switching task paradigm (digital switching and odd-even switching) to compare the differences in accuracy, response time and switch cost of switching task between guilt group and neutral group. The results showed that switching task had longer response times and lower accuracy than task repetition. Secondly, guilt group showed lower RT switch costs, indicating that guilt emotion promote task switching and cognitive flexibility. This study preliminarily explored the influence mechanism of guilt emotion on cognitive flexibility and some supporting evidence for the prosocial function of guilt.
This study aims to explore the relationship between the basic characteristics of college students’ social anxiety and the perceived social support and sense of coherence, and further explore the mediating role of the sense of coherence between perceived social support and social anxiety. A questionnaire survey of 420 college students was conducted using the Interaction Anxiousness Scale (IAS), the Perceived Social Support Scale (PSSS) and the Sense of Coherence-13(SOC-13). The results showed that: (1) The social anxiety in contemporary college students was very high, and the phenomenon of social anxiety of female is significantly higher than male. (2) College students’ social anxiety were significantly negatively correlated with both perceived social support and sense of coherence, and perceived social support was significantly related to sense of coherence. (3) Sense of coherence plays a partial mediation between perceived social support and social anxiety. This study provides theoretical support for revealing the mechanism between perceived social support and social anxiety.
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