Adults’ Dispositional and Situational Perspective-Taking: a Systematic Review

Wolgast, Anett; Tandler, Nancy; Harrison, Laura; Umlauft, Sören

doi:10.1007/s10648-019-09507-y

Cited by 26 publications

(33 citation statements)

References 158 publications

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“…In the first two studies, as in most studies of self-other comparisons [ 15 , 17 , 22 , 23 ], participants were asked to make judgments of either others’ or their own thoughts and behaviors. Research on theory of mind and social perspective-taking has shown that people often come to sympathize with others and their perspectives in social situations [ 28 – 30 ]. Thus, when given the opportunity to make predictions about others alongside with themselves, people may be more mindful of the cognitive processes that equally underlie their own and others’ thoughts and behaviors and, consequently, overcome the self-other asymmetry in bias recognition.…”

Section: Study 3: Reducing Self-other Asymmetry In Bias Recognitionmentioning

confidence: 99%

“…The self-other asymmetry in bias recognition may reflect either a heightened sensitivity to bias in others, or an attenuated sensitivity or “blindness” to bias in oneself, or both. Research on theory of mind and social perspective-taking has revealed the ability among individuals to identify with other people and see things from others’ perspectives in social situations [ 28 – 30 ]. We thus raised participants’ “social mindfulness” by asking them to judge side-by-side others’ and their own thoughts, feelings, and behaviors in the same situations where myside bias might occur.…”

Section: Introductionmentioning

confidence: 99%

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Bias in bias recognition: People view others but not themselves as biased by preexisting beliefs and social stigmas

Wang

Jeon

2020

PLoS ONE

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Biases perpetuate when people think that they are innocent whereas others are guilty of biases. We examined whether people would detect biased thinking and behavior in others but not themselves as influenced by preexisting beliefs (myside bias) and social stigmas (social biases). The results of three large studies showed that, across demographic groups, participants attributed more biases to others than to themselves, and that this self-other asymmetry was particularly salient among those who hold strong beliefs about the existence of biases (Study 1 and Study 2). The self-other asymmetry in bias recognition dissipated when participants made simultaneous predictions about others' and their own thoughts and behaviors (Study 3). People thus exhibit bias in bias recognition, and this metacognitive bias may be remedied when it is highlighted to people that we are all susceptible to biasing influences.

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Section: Study 3: Reducing Self-other Asymmetry In Bias Recognitionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Bias in bias recognition: People view others but not themselves as biased by preexisting beliefs and social stigmas

Wang

Jeon

2020

PLoS ONE

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“…Self-efficacy and empathy are two constructs that directly influence academic performance and social interaction [4][5][6][7]. Self-efficacy, in the academic field, is understood as the student's belief in their abilities to undertake those activities that are required of them in the educational context [8,9].…”

Section: Perceived Academic Self-efficacymentioning

confidence: 99%

“…Rameson, Morelli and Lieberman [33] indicate that dispositional empathy generates empathetic reactions automatically. However, situational empathy is influenced by social capacity towards a specific situation [7], which is generated in more specific contexts [30]. In this regard, it should be noted that dispositional empathy generates positive mental states in the person with whom one interacts, unlike empathy generated with a target [34].…”

Section: Dispositional Empathymentioning

confidence: 99%

“…Teachers who perceive and understand the students' point of view play a fundamental role in their learning [7]. Therefore, given the importance of the teacher's role in the classroom [1] and that this is conditioned by the interpersonal ability that university students must have in their future job, it is necessary to assess the degree of dispositional empathy as a function of perceived academic self-efficacy that, in this case, the future teachers of Early Childhood and Primary Education possess, while they are students of the Faculties of Education.…”

Section: Perceived Academic Self-efficacy and Dispositional Empathy Imentioning

confidence: 99%

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High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

Flores

Esteve-Faubel

et al. 2020

Sustainability

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High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy (OR = 1.07 and 1.09, respectively) and less for those with personal discomfort (OR = 0.17). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

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Delivering bad news fairly: Higher construal level promotes interactional justice enactment through perspective taking

2021

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Summary How can managers deliver bad news with greater interactional justice? We propose a novel cognitive pathway: Construing the activity at a higher (vs. lower) level increases actors' other‐oriented perspective taking, which in turn promotes the enactment of interactional justice. Three studies provide support. Studies 1 and 2 demonstrated a beneficial effect of construal level on interactional justice enactment when explaining a hypothetical bad news decision. Study 2 also showed that other‐oriented perspective taking is the mechanism through which construal level promotes interactional justice enactment. Study 3 replicated and extended these findings with a different paradigm and the addition of a moderator variable (trait perspective taking), providing a converging test of the proposed mechanism. Overall, the present research suggests that how managers think about delivering bad news—whether at higher or lower levels of construal—affects the extent to which they think from the recipient's perspective, and in turn how they communicate the news. Our research generates novel avenues for future research on justice enactment, construal level theory, and perspective taking. It may also have implications for better understanding downstream consequences of interactional justice enactment for bad news deliverers themselves.

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Adults’ Dispositional and Situational Perspective-Taking: a Systematic Review

Cited by 26 publications

References 158 publications

Bias in bias recognition: People view others but not themselves as biased by preexisting beliefs and social stigmas

Bias in bias recognition: People view others but not themselves as biased by preexisting beliefs and social stigmas

High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

Delivering bad news fairly: Higher construal level promotes interactional justice enactment through perspective taking

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