Refining the link between psychopathy, antisocial behavior, and empathy: A meta-analytical approach across different conceptual frameworks

Campos, Carlos Eduardo Aguilera; Pasion, Rita; Azeredo, Andreia; Ramião, Eduarda; Mazer, Prune; Macedo, Inês; Barbosa, Fernando

doi:10.1016/j.cpr.2022.102145

Cited by 32 publications

(30 citation statements)

References 185 publications

(248 reference statements)

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“…Empathy refers to an individual’s ability to recognize the emotions of others, understand their emotional reactions and experiences, and respond appropriately. 1 , 2 Previous studies have found that individuals with high empathy are better at observing others’ emotional changes, sharing and understanding others’ emotions, establishing good interpersonal relationships 3 , 4 being better at solving interpersonal conflicts 5 reducing the occurrence of aggressive or antisocial behaviors 6 , 7 and showing more prosocial behaviors in life. 8 , 9 In general, empathy is an important component of social and emotional development, affecting the quality of an individual’s behavior toward others and social relationships.…”

Section: Introductionmentioning

confidence: 99%

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

Xiang¹,

Qin²,

Zheng³

2022

PRBM

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Objective Empathy is the ability to adopt another person’s perspective and experience the thoughts and emotions of that individual. A growing number of studies have shown that school-age children’s empathy robustly contributes to their interpersonal communication, academic achievement and psychosocial adjustment. For school-age children, school becomes the main place for learning and socializing. The student-teacher relationship is an important interpersonal relationship between children and adults after they leave home, which plays an important role in the development of children’s self-ability. However, the relationship between student-teacher relationship and children’s empathy and its mechanisms are unclear. This study aimed to explore the influence of student-teacher relationship on school-age children’s empathy, and the mediating roles of emotional intelligence. Methods 468 school-age children (250 boys and 238 girls) aged 8–11 ( M age = 9.22, SD age = 1.20) from Guizhou Province completed questionnaires about student-teacher relationship, emotional intelligence, and children’s empathy. Results The results showed that student-teacher relationship positively and directly predicted empathy for girls, but not for boys. In addition, we also found that emotional intelligence mediated the relationship between student-teacher relationship and children’s empathy among both boys and girls. Conclusion This study reveals the effect of student-teacher relationship on the school-age children’s empathy, and the unique mediating role of emotional intelligence. Moreover, this study further reveals the different effects of student-teacher relationship on boys’ and girls’ empathy, emphasizing that positive student-teacher relationship can directly promote the development of girls’ empathy. Finally, this study emphasizes that cultivating and improving the emotional intelligence of school-age children may be an effective way to promote the development of children’s empathy.

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Section: Introductionmentioning

confidence: 99%

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

Xiang¹,

Qin²,

Zheng³

2022

PRBM

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“…Some traits are often associated with individuals who have high primary psychopathic traits. First, empathy is a multidimensional construct and a fundamental process underpinning human interactions and is considered the hallmark of psychopathy (Campos et al, 2022;Eklund & Meranius, 2020). Numerous definitions of empathy exist to date (Hall & Schwartz, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Numerous definitions of empathy exist to date (Hall & Schwartz, 2019). There is a consensus in the field that empathy is composed of two major components: cognitive empathy which refers to the ability to infer the mental states of others and emotional empathy as an individual's capacity to share others' emotions (Batson, 2011;Campos et al, 2022;Decety & Ickes, 2011;Spreng et al, 2009). Most researchers agree that individuals with high primary psychopathic traits tend to display interpersonal and affective deficits, especially in the form of reduced emotional and cognitive empathy (Maheux-Caron et al, 2018;Sellbom & Phillips, 2013;Turner et al, 2019;White, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Most researchers agree that individuals with high primary psychopathic traits tend to display interpersonal and affective deficits, especially in the form of reduced emotional and cognitive empathy (Maheux-Caron et al, 2018;Sellbom & Phillips, 2013;Turner et al, 2019;White, 2014). However, recent meta-analytical systematic reviews reveal that the magnitude of effect size vary extensively across studies (Burghart & Mier, 2022;Campos et al, 2022). Moreover, Kajonius and Björkman (2020) argue that empathy is not inherently absent in those with high psychopathic traits but rather that they seem to have a low inclination to use this ability.…”

Section: Introductionmentioning

confidence: 99%

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Empathy, impulsiveness, and sensation seeking as mediators between primary psychopathic traits and driving behaviors in French driving offenders

2022

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Objective The aim of this study was to examine the links between primary psychopathic traits and driving behavior on the one hand, and driving anger expression on the other hand, through the specific contribution of empathy, impulsiveness, and sensation seeking, in a sample of French driving offenders. Methods One thousand six hundred and eighty‐six driving offenders completed a paper‐and‐pencil questionnaire during 110 drivers' rehabilitation programs. Results Primary psychopathic traits were positively associated with violations and aggressive driving anger expression, and negatively associated with prosocial driving behaviors. These associations were partially mediated by empathy, impulsiveness, and sensation seeking. In addition, the negative relation between primary psychopathic traits and adaptive anger expression was fully mediated by these three personal dispositions. Conclusion Low empathy, high impulsiveness and sensation seeking are important characteristics of driving offenders with high psychopathic traits. Our results provide a better understanding of French driving offenders' risky behaviors and the role of primary psychopathic traits.

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“…Deficits in cognitive empathy and perspective taking are well-documented in clinical populations such as individuals with schizophrenia spectrum disorders (SSD), autism spectrum disorders (ASD), and antisocial behavior ( 5 – 7 ). In their literature review, Chang et al suggest that any dysfunction in cognitive empathy associated with antisociality varies by subtype of the antisocial individual and is specific to subcomponents of cognitive empathy.…”

mentioning

confidence: 99%

Editorial: Cognitive Empathy and Perspective Taking: Understanding the Mechanisms of Normal and Abnormal Experiences and Abilities

Reniers

Abu‐Akel²,

Seara-Cardoso³

2022

Front. Psychiatry

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Refining the link between psychopathy, antisocial behavior, and empathy: A meta-analytical approach across different conceptual frameworks

Cited by 32 publications

References 185 publications

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

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

Empathy, impulsiveness, and sensation seeking as mediators between primary psychopathic traits and driving behaviors in French driving offenders

Editorial: Cognitive Empathy and Perspective Taking: Understanding the Mechanisms of Normal and Abnormal Experiences and Abilities

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