Exploration of empathy factors in the science and development of related scales

Chun, Okmyeong; Heesun, Yang，; Seongjoo, Kang

doi:10.1080/2331186x.2018.1499477

Cited by 3 publications

(12 citation statements)

References 17 publications

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“…Hence, multidimensional analysis is needed to assess its use for educational purposes. While there are many references to the need for empathy, few studies have substantiated it in a practical educational context (Arghode et al 2013;Chun et al 2018;Kim and Kim 2009;Lee et al 2014). This is because the roots of empathy research begin with esthetics (Wind 1963) and consist mostly of consultation studies based on psychological evidence (Park 2004).…”

Section: Introductionmentioning

confidence: 99%

Exploring the Korean adolescent empathy using the Interpersonal Reactivity Index (IRI)

Heesun

Seongjoo

2020

Asia Pacific Educ. Rev.

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The educational approach of empathy has been prominently mentioned as a possible solution to the dehumanization occurring as a byproduct of the rapid development of science and technology in modern society. This study aims to identify the characteristics of Korean adolescents on the empathy factor, as a core competency of twenty-first century education, and the applicability of the empathy scale. This study analyzed 688 Korean adolescents' cognitive and affective empathy using the Interpersonal Reactivity Index (IRI). Korean adolescents showed an increase in all four factors of IRI as they got older. According to gender, females' empathy was higher in all four factors. In terms of the validity of the scale, the difference in subscales by gender was obvious. But, the instability in subscales by age of the Perfective Taking (PT) and Personal Distress (PD) was shown. Especially, PD had an insignificant correlation with other subscales. By revealing the limitations of the IRI, this study suggested ways to improve it. Therefore, this study will contribute to the educational foundation of Korean adolescents' empathic ability.

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Section: Introductionmentioning

confidence: 99%

Exploring the Korean adolescent empathy using the Interpersonal Reactivity Index (IRI)

Heesun

Seongjoo

2020

Asia Pacific Educ. Rev.

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“…Scientific empathy is not just ancillary to scientific research, but rather it is a part-andparcel feature of the experience of scientists as they engage in scientific inquiry (Yang and Kang, 2019). Though historians and philosophers of science have not fully explored the importance of scientific empathy in scientific pursuits, autobiographical and cultural accounts of scientists and naturalists are replete with evidence of affect as part of their scientific work (see; Root-Bernstein, 2002;Jaber and Hammer, 2016a,b;Chun et al, 2018).…”

Section: Scientific Empathy In Scientists' Disciplinary Practicesmentioning

confidence: 99%

“…Empathy in science education has some different traits from "empathy" as used elsewhere in psychology (Jaber and Hammer, 2016a;Chun et al, 2018;Yang and Kang, 2019;Davidson et al, 2020). When empathy is used in scientists' productive disciplinary engagement, Jaber and Hammer (2016a) noted that scientists have a deep connection with the subject through metaphysical feelings.…”

Section: Introductionmentioning

confidence: 99%

“…Some studies to confirm the intra/inter perspective value of empathy as a problem-solving process in students doing science were also recently conducted. In order to explore the factors of empathy in science education, the Interpersonal Reactivity Index (IRI, Davis, 1980) was used as an analytical framework for scientific empathy in studies that explored the prior research of scientists' empathy (Yang and Kang, 2019) or the scientific empathy factors based on core competencies for next generations (Chun et al, 2018). Both studies addressed scientific empathy by research participants in the problem-solving process in terms of the cognitive and emotional aspects and individuals and the interrelations of others.…”

Section: Introductionmentioning

confidence: 99%

“…The reason for applying IRI to these studies is that it was assumed that empathy had complex characteristics of cognition and emotion and recognized various aspects of the four factors of empathy [e.g., Perspective-taking (PT), Fantasy (FN), Empathic Concern (EC), and Personal Distress (PD)]. While IRI has been validated for the general public (Albiero et al, 2009), the scientific empathy extracted from the studies based on the IRI both of the author and her colleague and of Chun et al (2018) did not lead to the development of a test tool that could practicably be applied to students participating in science classes.…”

Section: Introductionmentioning

confidence: 99%

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An instrument for measuring scientific empathy in students’ disciplinary engagement: the scientific empathy index

Yang,

Anderson,

Kang

2023

Front. Educ.

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A crucial component of disciplinary engagement for learners in science is that of scientific empathy—in other words, the metaphysical connection between the student and the object of study, as scientists embody when deeply engaged in their work. Scientific empathy is the factor that stimulates and maintains students’ desire to inquire and that elicits creative problem-solving in their “doing” science as a distinctive disposition from general empathy. As such, in this study, the scientific empathy index (SEI) was developed to measure these traits of scientific empathy. For this purpose, two-rounds of factor analyses were conducted in the preliminary and the main tests of SEI. To prove the validity of the main test, correlation and mediated analysis were additionally conducted between other problem-solving scales and Final SEI. The first-factor analysis was conducted on 1,048 elementary, middle, and high school students as a preliminary test for extracting SEI questions. Based on the preliminary test results, 956 K-12 students were newly recruited, and the validity of the main test was confirmed through a second-factor analysis. Through these analyses, it was identified that the scale comprised five factors: sensitivity, situational interest, scientific imagination, empathetic concern, and empathetic understanding of others. Each scientific empathy factor revealed both cognitive and affective process dimensions including individual and social interrelations of students’ empathy in doing science. SEI was more highly correlated than the general empathy scale in the process of creative problem-solving and science process skills. In addition, it was found to exhibit a mediating effect between creative problem-solving and scientific inquiry. These findings validate the newly developed SEI and how it contributes to providing science learners with a useful tool for quick and easy measurement of scientific empathy and its components for the empathized involvement process between the student and their research subject.

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Scientific Empathy and the 12 Principles for Evaluating Hermeneutic Phenomenological Research

Dali,

Charbonneau,

Zhu

2024

The Library Quarterly

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Exploration of empathy factors in the science and development of related scales

Cited by 3 publications

References 17 publications

Exploring the Korean adolescent empathy using the Interpersonal Reactivity Index (IRI)

Exploring the Korean adolescent empathy using the Interpersonal Reactivity Index (IRI)

An instrument for measuring scientific empathy in students’ disciplinary engagement: the scientific empathy index

Scientific Empathy and the 12 Principles for Evaluating Hermeneutic Phenomenological Research

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