Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

Hong, Youjuan; Cai, Jingxue; Lan, Ruiming; Wang, Kaixuan; Lian, Rong; Chen, Lijun

doi:10.1371/journal.pone.0268681

Cited by 6 publications

(7 citation statements)

References 51 publications

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“…In a multi-country study by Barker et al (2022), conducted on behaviour of nurses towards patients, the authors discovered that the nurses with the best clinical outcomes were those who reported the highest levels of empathy. In addition, a study on empathy of teachers and their fair behaviour with school students shows that empathy drives a sense of moral obligation among teachers to be fair in their behaviour with all students (Hong et al, 2022). The above findings suggest that people with significant levels of empathy, act with kindness because their attitude is influenced by their sense of moral obligation.…”

Section: Empathy Moral Obligations and Social Entrepreneurship Intent...mentioning

confidence: 88%

What drives social entrepreneurial intentions after retirement from a full-time career? Evidence from Oman

Razzak

Riyami

2023

JEEE

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Purpose Drawing on the socioemotional selectivity theory and the volunteerism literature, this study aims to examine the influence of empathy, altruism and opportunity recognition, on social entrepreneurial intentions (SEI) of people who have retired from a full-time career. Furthermore, the study examines whether the above-mentioned relationships are mediated by moral obligation. Design/methodology/approach A set of hypotheses is tested by applying partial least squares structural equation modelling on a survey sample of 227 retirees in Oman, who had participated in an entrepreneurial leadership training after retirement. Using SmartPLS software, the path model is tested through bootstrapping. Findings The findings suggest that altruism and opportunity recognition do not have a direct relationship with SEI, however, they are significant only when mediated through moral obligation. Nevertheless, empathy has a significant direct association with SEI, and an indirect relationship through moral obligation. Practical implications The findings of this study demonstrate that to develop intentions to indulge in social entrepreneurship, among retirees who are approaching their senior years, the focus should be on driving their sense of moral obligation to society. Hence, policymakers and authorities connected to social wellbeing goals can fine-tune their initiatives, such as training, by emphasizing on moral obligation to address social issues through social entrepreneurship. Originality/value The novelty of this study is twofold. Firstly, to the best of the authors’ knowledge, it seems to be among the first empirical study that is at the crossroads of the senior entrepreneurship and the social entrepreneurship literature. Secondly, this study fills a gap in the extant literature by deploying the socioemotional selectivity theory to examine the antecedents of SEI of people who have retired from full-time employment in their early to late senior years.

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Section: Empathy Moral Obligations and Social Entrepreneurship Intent...mentioning

confidence: 88%

What drives social entrepreneurial intentions after retirement from a full-time career? Evidence from Oman

Razzak

Riyami

2023

JEEE

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“…This agrees with the recommendations to evaluate the operationalization of the construct in a specific cultural, social, and professional framework [ 56 , 72 , 73 ], particularly one where prosociality becomes a relevant job skill [ 72 , 73 ] and—in the specific case of the context studied—authenticated by regulatory requirements [ 51 , 52 ]. Although possibly comparable in different degrees and forms of operationalization, the actions of helping [ 36 , 37 ], sharing [ 38 ], caring [ 39 , 40 , 41 ], and feeling empathy [ 32 , 43 , 44 , 45 , 46 , 47 , 48 ] constitute expressions of prosociality in various teaching scenarios, and it is displayed on multiple levels [ 1 ]. One is the micro-intrapersonal, which refers to dispositions and tendencies; another is the meso-intrapersonal, concerning behaviors directed to a person or small groups [ 1 ].…”

Section: Discussionmentioning

confidence: 99%

“…Teacher empathy has been defined as a teacher’s ability to include and share the emotional states of their students [ 43 ], and its relevance as an attribute has been demonstrated [ 44 ]. Greater empathy is related to a better preparation to address bullying [ 45 ], a greater motivation to display fair behaviors with the students [ 46 ], and a greater development of these aspects in the long term [ 47 ]. It can contribute to an increase in intergroup contact and a reduction in conflicts and discrimination in settings of ethnic and cultural diversity [ 48 ].…”

Section: Introductionmentioning

confidence: 99%

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Mieres-Chacaltana,

Salvo-Garrido,

Dominguez-Lara

et al. 2023

Behavioral Sciences

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For the teaching profession, prosociality is a relevant skill. From this perspective, the present study aimed to examine the psychometric properties of the Adult Prosocialness Behavior Scale (APBS) in a professional setting of primary school Chilean teachers (n = 1404; mean age = 41.4; SD = 10.8; 77.4% women). ESEM and CFA were applied to evaluate its factor structure, internal consistency, factorial reliability, and invariance. The results supported a bifactor ESEM model in which prosociality was represented by a general latent factor and four specific factors (helping, sharing, caring, and empathy). A predominance of the unidimensional component of the APBS was observed (general factor, ECV = 0.938; ωh = 0.945), with adequate reliability (α = 0.932; ω of the factor general = 0.968) and invariance of the measurement in terms of gender. Its adequacy was confirmed by a good level of fit (RMSEA = 0.042 90%CI [0.036–0.049]; SRMR = 0.012; CFI = 0.995; TLI = 0.988). It is concluded that the APBS is a suitable instrument to measure prosociality in the professional setting studied. Its general and specific dimensions are relevant to the prosocial behaviors currently required of teachers. Future studies could contribute evidence of the transcultural validation of the APBS in other educational contexts in order to undertake comparative studies.

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“…Fairness behavior was measured by the Fairness Behavior Scale [ 42 ]. This scale has 12 items rated by 5 Likert points (1 = totally disagree, 5 = totally agree).…”

Section: Methodsmentioning

confidence: 99%

Belief in a just world and fair behavior among clinical nurses: a moderated mediation model of empathy and observer justice sensitivity

Hong,

Zhu,

Chen

et al. 2024

BMC Nurs

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Background Exploration of the relationship between nursing staffs’ justice in belief world and fair behavior is important to promote equity and access to health services in health organizations, as well as to enhance the quality of care. In order to further dissect the influencing factors of fair behavior among clinical nurses, the current study aims to investigate how belief in a just world influences the fair behavior among nurses. Based on the belief in a just world theory, the empathy-altruism theory and the protective-protective model, the current study aimed to provide a deeper understanding of the effect of belief in a just world on fair behavior by investigating the mediating role of empathy and the moderating role of observer justice sensitivity. Method This was a cross-sectional study. 571 registered clinical nurses were included from five hospitals in Fuzhou through a convenience sampling method. Measurements included Chinese translations of belief in a just world scale, empathy scale, observer justice sensitivity scale, fair behavior scale. SPSS 22.0 was used to describe descriptive statistics and the variables’ Pearson correlation coefficient. SPSS PROCESS macro Model 4 and model 14 were used to examine the mediation and the moderation between the relationship of belief in a just world and fairness behavior. Result The results shower that fairness behavior was positively correlated with one’s belief in a just world (r = 0.26, p < 0.01); (2)empathy mediated the relationship between belief in a just world and fair behavior. The mediation model explains 20.83%; (3) Observer justice sensitivity moderated the relationship between empathy and fair behavior. Conclusions Belief in a just world, empathy, and observer justice sensitivity were motivations for nurses’ fair behavior. Nursing administrators should focus on cultivating nurses’ belief in a just world, their empathy abilities, and positive qualities of justice sensitivity to enhance fair behavior in a healthcare setting.

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Empathy and teachers’ fairness behavior: The mediating role of moral obligation and moderating role of social value orientation

Cited by 6 publications

References 51 publications

What drives social entrepreneurial intentions after retirement from a full-time career? Evidence from Oman

What drives social entrepreneurial intentions after retirement from a full-time career? Evidence from Oman

Psychometric Validation of the Adult Prosocialness Behavior Scale in a Professional Teaching Context

Belief in a just world and fair behavior among clinical nurses: a moderated mediation model of empathy and observer justice sensitivity

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