Bullying occurs at approximately the same rate in kindergarten as in elementary school, but few studies inquired into preschool years [Alsaker and Nägele, 2008; Stassen Berger, 2007]. This study aimed at: (1) verifying the presence in preschoolers of two additional participant roles (Consoler and Mediator), besides the six traditional roles detected by Salmivalli et al. [1996], grouped in four latent macroroles, by means of teacher report version of the Eight Participant Roles Questionnaire (PRQ) [Belacchi, 2008]; (2) linking prosocial and hostile behaviors to age and gender; and (3) investigating the relationship between roles and emotion understanding. Two hundred and nineteen children (54% boys; aged 3-6 years: mean age 4;10) were administered the Italian version of the Test of Emotion Comprehension [Albanese and Molina, 2008]; 20 teachers (2 for each class) filled in the questionnaire, attributing frequency scores on 24 items (3 for each role) to each pupil. A confirmatory analysis supported the fit of the hetero-report version of the Eight PRQ, revealing four macroroles: Hostile Roles (Bully, Reinforcer and Assistant), Prosocial Roles (Defender, Consoler, and Mediator), Victim, and Outsider. Satisfactory interteachers agreement not only confirms the macroroles hypothized, but also their expected distribution for gender and age. Moreover, the Prosocial roles presented a significant positive correlation with all subdimensions of emotion comprehension (External, Mental, and Reflective). The Victim and Outsider roles negatively correlated only with the External subdimension. The implications of these results for prevention and intervention purposes are discussed.
This study aims at investigating the affective and cognitive components of empathy in relation to both emotion comprehension and prosocial/hostile behaviors in preschoolers. A total of 219 children (54% boys; aged between 3 and 6: mean age 4.10) and 20 teachers (two for each class: group A and group B) took part in this research. Pupils' empathy and hostile/prosocial roles were assessed by teacher reports [Belacchi and Farina, 2010] and children's emotion comprehension by a nonverbal test [Test of Emotion Comprehension: Pons and Harris, 2000; adapted by Albanese and Molina; 2008]. As expected, the results showed a significant influence of gender, with girls being more empathic than boys, according to all of the teachers' perception. Contrary to our expectations, no systematic age influence emerged. Regarding the relations of children's emotion comprehension with both empathy measures and their prosocial/hostile attitudes, we have found: (1) a low significant relation with the total empathy measure, according to all the teachers, but with the cognitive empathy only according to teachers B; (2) a robust negative relationship of both affective and cognitive empathy with Hostile roles and with Outsider role, contrary to a positive correlation of only affective empathy with Prosocial roles. No relationships emerged between empathy measures and Victim role.
The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.
Students' school burnout has been extensively investigated in relation to interpersonal factors such as peer relations and social adjustment. However, few studies have examined the role of individual traits such as empathic skills. Our aim in this study was to test, within a single comprehensive model, how students' empathic skills affect their levels of school burnout, both directly and indirectly via satisfaction with school relationships. A sample of 998 high school students (aged 14 to 19 years) took part in this cross-sectional study. Participants completed quantitative self-report measures of school burnout, empathic skills (both cognitive and affective), and satisfaction with school relationships (peers and teachers). Using structural equation modeling, we tested a conceptual model in which emphatic skills were hierarchically associated with satisfaction about school relationships and school burnout, while also controlling for age. The structural equation model offered an excellent fit for the empirical data. Analysis of the total, direct, and indirect effects showed that empathic skills were associated with both satisfaction about school relationships and school burnout. Satisfaction with school relationships appeared to mediate the relationship between empathy and school burnout. Students' age was also found to have statistically significant effects. The negative effect of high school students' empathic skills on their risk of school burnout may be prevented or at least reduced by helping them to develop positive and satisfying relationships with both teachers and peers.
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