Empathy and Defender Role in Bullying at School: Student-Teacher Relationship as Mediator

Abstract

Introduction. Although much research has shown strong relationship between empathy and defender role, less is known about how student-teacher relationship mediated those variables. Our main hyphotesis was to reveal whether the student-teacher relationship could be mediating the effect of affective and cognitive empathy on the defender role in bullying at school. Method. A total of 311 participants were selected from 2 secondary schools in south Jakarta. Students refer to grade 7-8 with ranged in age from 13 to 15 years (Mage = 13.64; SD = .713). There were four instruments used: The Basic Empathy Scale to measure affective and cognitive empathy, Behaviors During Aggressive Episodes and Student Bystander Behavior Scale to measure defender role, and Student Per- ception of Affective Relationship with Teacher Scale. Results. The results revealed both affective and cognitive empathy were found having a positive effect on defender role in bullying situation among junior high school stu- dents. However, cognitive empathy was found positively stronger on defender role rather than affective empathy. Furthermore, student-teacher relationship only partially mediated the effect both affective and cognitive empathy on defender role. Discussion and Conclusion. These findings emphasized the urgency of comprehensive program to create defender by enhancing empathy and positive student-teacher rela- tionship to inhibit bullying behavior at schools.

The Influence of Student-Teacher Relationship on School-Age Children’s Empathy: The Mediating Role of Emotional Intelligence

“…This study found that student-teacher relationship positively predicted girl’s empathy, which was consistent with previous studies. 17 , 28 That is, a positive student-teacher relationship can promote the development of school-age children’s empathy. Our results are consistent with previous studies that positive and supportive student-teacher relationships tend to bring warmth and security to children, enabling them to bravely explore other’s emotional and behavioral changes, acquire good social emotional skills, and exhibit more empathic behaviors when others fall into negative emotions.…”

“…Positive relationships with adults (student-teacher relationships) may be a key factor in ensuring that their empathic abilities flourish in the school environment. 16 , 17 However, only a few studies have examined the key factors of children’s empathy, and no studies have focused on the protective factors (student-teacher relationship) of empathy in school-age children living in a more complex social interaction environment. Therefore, the purpose of this study is to explore the influence of student-teacher relationship on empathy of school-age children and its internal mechanism.…”

“…Recent studies have found that supportive student-teacher relationships are associated with children’s empathy. 17 , 28 Therefore, it is reasonable to speculate that student-teacher relationships may affect the school-age children’s empathy.…”

Unraveling the complex interplay of affective neuropersonality and empathy

“…Cognitive empathy involves understanding another person's thoughts, feelings, and perspective, while affective empathy involves sharing and resonating with the emotions of others (Zhang et al, 2021). Studies shown that cognitive empathy plays a significant role in understanding the perspective of others and is linked to higher-order brain functions, particularly in the prefrontal cortex, while affective empathy is associated with internalizing problems and the activation of various brain regions including insula (Terry et al, 2009;Chun-hua et al, 2019;Eres et al, 2019;Knight et al, 2019;Rizkyanti et al, 2021).…”