The relationship between empathy and aggression in two age groups.

Feshbach, Norma Deitch; Feshbach, Seymour

doi:10.1037/h0027016

Cited by 200 publications

(113 citation statements)

References 9 publications

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“…No clear developmental differences emerge in the strength of these effects. In contrast, an examination of significance tests and effect sizes does not produce consistent evidence suggesting that girls are more likely than boys to report experiencing the same emotion portrayed by hypothetical protagonists (e.g., feeling angry when the protagonist is angry; Dekovic & Gerris, 1994;Feshbach & Feshbach, 1969;Feshbach & Roe, 1968;Hughes, Tingle, & Sawin, 1981; Isannotti, 1986;Roberts & Strayer, 1996). Also, a sex difference in empathy among children and early adolescents was not found in one study employing teacher and friend reports (Roberts & Strayer, 1996).…”

mentioning

confidence: 90%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,005

157

1,831

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Theory and research on sex differences in adjustment focus largely on parental, societal, and biological influences. However, it also is important to consider how peers contribute to girls' and boys' development. This paper provides a critical review of sex differences in: several peerrelationship processes, including behavioral and social-cognitive styles, stress and coping, and relationship provisions. Based on this review, a speculative peer-socialization model is presented that considers the implications of these sex differences for girls' and boys' emotional and behavioral development. Central to this model is the idea that sex-linked relationship processes have costs and benefits for girls' and boys' adjustment. Finally, we present recent research testing certain model components and propose approaches for testing understudied aspects of the model. Keywordspeer relationships; sex differences; emotional adjustment; behavioral adjustment From a very early age, significant differences are found in the peer relationships of girls and boys. What are the potential implications of this consistent pattern of sex differences for youth? The purpose of the present paper is to review, synthesize, and critique existing research concerning the presence of sex differences in several key aspects of youths' relationships, particularly in the peer group context. Based on this critical review, we then introduce a speculative model concerning the influence of sex differences in these peer relationship processes on the emotional and behavioral development of girls and boys. Finally, this review and speculative model are used as a springboard for identifying critical future directions for research on sex differences in relationships processes and associated developmental outcomes.We focus on sex differences in three major domains of relationship processes: relationship style-including both behavioral and social-cognitive components, stress and coping processes, and emotional provisions in relationships. Several factors determined our selection of these relationship processes for inclusion in our review. The overarching goal of this review is to generate ideas about the influence of sex differences in relationship processes on well-being in girls and boys. Thus, we focused in general on relationship Correspondence regarding this article should be addressed to Amanda J. Rose, 210 McAlester Hall, Department of Psychology, University of Columbia, Missouri 65211, RoseA@missouri.edu NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript processes that we hypothesized would have potential implications for understanding sex differences in emotional and behavioral development. With this goal in mind, we used three criteria to select specific dimensions for review. First, we focus on relationship processes that are emphasized in existing theoretical models of sex differences in relationships (e.g., Burhmester, 1996;Cross & Madson, 1997;Helgeson, 1994;Maccoby, 1990; NolenHoeksema & Girgus, 1994). Second, we ...

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mentioning

confidence: 90%

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Rose

Rudolph

2006

Psychological Bulletin

2,005

157

1,831

View full text Add to dashboard Cite

show abstract

“…Second, such empathic concern often prompts behavior aimed at helping the distressed other (Batson 1991, Eisenberg & Miller 1987, Feshbach 1987. Third, feelings of empathy are apt to inhibit aggression and other behaviors that are harmful to others (Feshbach & Feshbach 1969, Miller & Eisenberg 1988). …”

Section: Empathy: a Moral Emotional Processmentioning

confidence: 99%

Moral Emotions and Moral Behavior

Tangney

Stuewig

Mashek

2007

Annu. Rev. Psychol.

2,372

2,336

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Moral emotions represent a key element of our human moral apparatus, influencing the link between moral standards and moral behavior. This chapter reviews current theory and research on moral emotions. We first focus on a triad of negatively valenced "self-conscious" emotionsshame, guilt, and embarrassment. As in previous decades, much research remains focused on shame and guilt. We review current thinking on the distinction between shame and guilt, and the relative advantages and disadvantages of these two moral emotions. Several new areas of research are highlighted: research on the domain-specific phenomenon of body shame, styles of coping with shame, psychobiological aspects of shame, the link between childhood abuse and later proneness to shame, and the phenomena of vicarious or "collective" experiences of shame and guilt. In recent years, the concept of moral emotions has been expanded to include several positive emotions-elevation, gratitude, and the sometimes morally relevant experience of pride. Finally, we discuss briefly a morally relevant emotional process-other-oriented empathy. Keywordsshame; guilt; pride; elevation; gratitude OVERVIEWWhat confluence of factors foster a moral life lived to the benefit of self and others? This review summarizes current theory and research on moral emotions, offering a framework for thinking about the ways in which morally relevant emotions may moderate the link between moral standards and moral decisions, and ultimately moral behavior.Living a moral, constructive life is defined by a weighted sum of countless individual, morally relevant behaviors enacted day in and day out (plus an occasional particularly selfdefining moment). As imperfect human beings, however, our behavior does not always bear a one-to-one correspondence to our moral standards.Many potential explanations exist for the discrepancy between behavioral decisions (intentions) and actual behavior in both moral and nonmoral domains. Historically, much social psychological theory and research was devoted to understanding the imperfect link between intentions (e.g., moral decisions) and behavior. Field theory, the very foundation of social psychology, highlights the variability of individual behavior as a function of

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“…Empathy has been shown to be positively related to prosocial behavior and reasoning (Bryant, 1982;Buckley, Siegel & Ness, 1979;Eisenberg, Lennon & Roth, 1983;Feshbach, 1982;Zahn-Waxler, Friedman & Cummings, 1983), and/or to be negatively related to aggression and anti-social behavior (Bryant, 1982;Feshbach & Feshbach, 1969;Feshbach, 1982). Empathy is frequently described as a motivator of prosocial behaviors (Aronfreed, 1968;Batson & Coke, 1981;Hoffman, 1982;Shantz, 1983).…”

Section: Two Classrooms Of Fourth Grade Suburban Children (N = 37) Wementioning

confidence: 95%

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

Work¹,

Olsen²

1990

J Primary Prevent

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Two classrooms of fourth grade suburban children (n=37) were trained using a 20-lesson revised Social Problem Solving (SPS) curriculum and compared to two no-training comparison classrooms (n=45). Results indicated a significant increase in the number of alternative solutions to interpersonal difficulties generated by E versus C children on a group social problem solving measure. Adjustive gains for E versus C children were reported by teachers and children on indices of school adjustment. These findings supported the efficacy of the shortened curriculum in increasing problem solving skills and facilitating positive adjustive change.The link between gain in SPS skills and adjustive change was examined in two ways. Delta scores compared changes in SPS skills and changes in teacher/child adjustive ratings yield no significant relationships. Hierarchical regression analyses, incorporating a moderator variable (empathy), indicated a significant relationship among pre level of empathy, gain in SPS skills and teacher rated adjustive change. These findings supported the hypothesis that key moderating variables may play a role in the training and employment of SPS skills and that strategies designed to examine these variables need to be employed.

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The relationship between empathy and aggression in two age groups.

Cited by 200 publications

References 9 publications

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys.

Moral Emotions and Moral Behavior

Evaluation of a revised fourth grade social problem solving curriculum: Empathy as a moderator of adjustive gain

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