Psychometric properties of empathy questionnaire for Spanish adolescents

Salavera, Carlos; Supervía, Pablo Usán

doi:10.1186/s41155-020-00161-w

Cited by 5 publications

(5 citation statements)

References 28 publications

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“…The correlation between cognitive empathy and affective empathy was 0.467 ( p < .001), between cognitive empathy and sympathy, was 0.368 ( p < .001), and between affective empathy and sympathy was 0.437 ( p < .001). Hence, the relationships between cognitive empathy, affective empathy, and sympathy were at a moderate level, corroborating the results of prior research ( Salavera and Usán 2020 ; Vossen et al 2015 ; Y. Wang et al 2017 ).…”

Section: Methodssupporting

confidence: 89%

“…Moreover, researchers have shown that while cognitive empathy positively associates with perspective-taking and prosocial behavior, the associations with affective empathy are relatively weak in comparison ( Vossen et al 2015 ; Y. Wang et al 2017 ). Meanwhile, sympathy correlates highly with empathic concern, moderately with prosocial behavior, and has a negative relationship with aggressive behavior, whereas neither cognitive nor affective empathy are related to aggressive behavior ( Salavera and Usán 2020 ; Vossen et al 2015 ; Y. Wang et al 2017 ). Affective responses include feelings of sympathy, compassion, tenderness, and likeness for the other is the core process in generating a positive attitude and further altruistic motivation toward the person with a disadvantage ( Batson et al 2015 ; Eisenberg et al 1989 ).…”

Section: Introductionmentioning

confidence: 97%

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The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works

et al. 2022

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Successful intelligence theory suggests that creativity is necessary for personal achievement outside of intelligence. Unlike intelligence, creativity can develop in a supportive environment. People should consider the situation of disadvantaged groups, which are characterized by low personal achievement and a bad growth environment in creativity evaluation from a caring perspective. This study focuses on the effect of the creator’s situation on creative evaluation and the role of the rater’s empathy (i.e., cognitive empathy and affective empathy) and sympathy in creative evaluation. Four pairs of creator’s situations (by age, physical state, family situation, and economic state) were designed to represent people with disadvantages or advantages. A between-subject design was used with 590 undergraduate students randomly assigned to eight sub-conditions. The participants were asked to assess three products in eight situations. The rater’s empathy and sympathy in creativity evaluation were explored in the overall disadvantage (N = 300) and advantage (N = 290) conditions. The results showed that the participants only provided significantly higher ratings to the creative product made by a child. Cognitive empathy only predicted a creative rating under disadvantaged conditions, and affective empathy negatively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. Affective empathy only predicted a creative rating under advantage conditions, and cognitive empathy positively moderated this effect. The possible mechanisms of the effect and implications for the establishment of a supportive environment for creativity and creativity teaching practice were discussed.

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Section: Methodssupporting

confidence: 89%

Section: Introductionmentioning

confidence: 97%

The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works

et al. 2022

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“…Likewise, the expression of anger or disagreement allows the person to give an account of the ability to avoid conflicts or confrontations with other people. This is a surprising result, which requires and encourages further investigation, since existing studies so far suggested that men score higher in social skills related to assertiveness, while women score higher in terms of empathy [56][57][58].…”

Section: Discussionmentioning

confidence: 84%

Relationship between Social Skills and Happiness: Differences by Gender

Salavera

Supervía

2021

IJERPH

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This study examines the relationship between social skills and happiness in 1st-year Teaching School students, as well as possible gender differences. The sample comprised 243 Teaching School students (Primary Education) in Zaragoza, including 110 men (45.27%) and 133 women (54.73%), aged 18–25 (average age 20.23 years; s.d. = 1.586). In order to analyse the relationship between social skills and subjective happiness, the Scale of Social Skills and Subjective Happiness Scale were used. While men scored higher in all social skills-related factors, women scored higher in all factors related to happiness. The study shows that factors such as self-expression in social settings and the ability to say no and cut off social interactions have a direct and significant effect on happiness among men, while self-expression in social settings and the ability to express anger led to a higher perception of happiness among women. Similarly, situations such as asking for and defending rights have an indirect and significant effect in men, reducing their levels of happiness. In the case of women, no social skills factors were found that led to lower happiness. It may be concluded that significant gender differences exist, although broader and lateral studies are needed in order to examine the relationship between gender identities, social skills and subjective happiness more in depth, and thus, understand the effect of these constructs in the development of personality.

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“…Adolescent Measure of Empathy and Sympathy (AMES) [9], translated into Spanish [44]. This is a 12-item scale divided into three dimensions (cognitive empathy, affective empathy, and empathetic concern), with four items each.…”

Section: Instrumentsmentioning

confidence: 99%

School Bullying: Empathy among Perpetrators and Victims

et al. 2021

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This study analyses the relationship between empathy and school bullying, taking both perpetrators and victims into consideration. The study sample comprised 840 students, 423 of which were female (50.36%), aged an average of 14.28 years. The instruments used were an ad hoc questionnaire for socioeconomic variables and bullying behaviour, an empathy questionnaire, and a personality questionnaire. Victims yielded higher scores in terms of empathic concern, while both groups, aggressors and victims, yielded similar results in terms of cognitive and affective empathy. Concerning the correlation between these variables and personality, anxiety was found to be correlated with affective empathy and empathetic concern in both groups. A correlation between cognitive empathy and impulsiveness and activity was also found in both groups. Remarkably, aggression and cognitive empathy were found to be correlated, but only among victims. Finally, experiences with classmates, anxiety, sincerity, and aggression were found to act as predictors of school bullying, while gender and aggression factors were found to act as predictors among perpetrators, but to a lesser extent, which suggests that other factors must be in place for bullying behaviour to occur. The results suggest that, although empathy levels are different in both groups, they cannot act as a predictor of bullying, especially concerning perpetrators.

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Psychometric properties of empathy questionnaire for Spanish adolescents

Cited by 5 publications

References 28 publications

The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works

The Effects of the Creator’s Situation on Creativity Evaluation: The Rater’s Cognitive Empathy and Affective Empathy Matter in Rating Creative Works

Relationship between Social Skills and Happiness: Differences by Gender

School Bullying: Empathy among Perpetrators and Victims

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