Assess the psychometric properties of empathy and sympathy questionnaire in students

Document Type : Research Paper

Authors

1 Professor of Psychology, University of Mohaghegh Ardabili

2 M A of psychology, University of Mohaghegh Ardabili

Abstract

The purpose of this study was to evaluate the psychometric properties of empathy and sympathy questionnaire in students. For this purpose, 350 students (130 boys and 220 girls) from high school in Pars Abad were selected by simple random sampling and they responded to the empathy and sympathy questionnaire. Data were analyzed using confirmatory factor analysis and LISREL 8.8 software. The results showed that Cronbach's alpha coefficient for the cognitive empathy, emotional empathy, sympathy components were 0.84, 0.81 and 0.78, respectively. Also, Cronbach's alpha coefficient of the whole questionnaire was obtained by 0.82. Test-retest reliability in interval of two weeks was obtained in range of 0.71 to 0.78. The results of first order and second order confirmatory factor analysis showed that the model has a good fit (RMSEA= 0.056). According to the results, it can be said that empathy and sympathy questionnaire is a useful tool to measure empathy and sympathy in students.

Keywords

References

خوش روش سعیده، خسروجاوید، مهناز و حسین خانزاده، عباسعلی (1394). اثربخشی آموزش تنظیم هیجانی بر پذیرش اجتماعی و همدلی دانش‌آموزان مبتلا به نارساخوانی. مجله‌ی ناتوانی‌های یادگیری، 5(1)، 32-46.
Bryant, B.K, (1982). An index of empathy for children and adolescents, ChildDevelopment, 53, 413 - 425.
Cutierrez, S. M., Escarti C. A., & Pascual, C. (2011). Relationships among empathy, prosocial behavior, aggressiveness, self-efficacy and pupils' personal and social responsibility. Psicothema, 23 (1), 9-13.
Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In W. Damon & N. Eisenberg,
       Handbook of child psychology: Social, emotional,and personality development (Vol. 3, pp. 701–778). New York: Wiley
Feshbakh, N. D. (1978). Studies of empathic behavior in children, progress in experimental psychology research. New York: Academic Press.
Feshbach, N. D. (1997). Empathy: The formative years–Implications for clinical practice. In E. C. Bohart & L. S. Greenberg (Eds.), Empathy reconsidered: New directions in psychotherapy (pp. 33–59). American Psychological Association.doi:10.1037/10226-001.
Garaigordobil, M., & Garcia de Galdeano, P. (2006). Empathy in children aged 10 to 12 years. Psicothema,18(2),180-186.
Hogan, R, (1969). Development of an empathy scale, Journal of Consulting andClinical Psychology, 33, 307-316.
Hoffman, M. L. (2001). Empathy and moral development: Implications for caring andjustice. Cambridge University Press.
Ickes, W, (2003). Everyday mind reading, Prometheus Books, New York.
 Lovett, B. T., & Sheffield, R. A. (2007). Affective empathy deficits in aggressive children and adolescents: A critical review. Clinical Psychology Review,
Mehabrian, A., & Epstein, N. (1972). A measure of emotional empathy. Journal of Personality, 40(4), 525–543.
Nummenmaa, L., Hirvonen, J., Parkkola, R., & Hietanen, J. K. (2008). Is emotional
       contagion special? An fMRI study on neural systems for affective and cognitive empathy. NeuroImage, 43(3), 571–580.
Rothbart, M. K., Ahadi, S. A., & Hershey, K. L. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly. Journal of DevelopmentalPsychology, 40, 21–39.
Shamay-Tsoory, S. G., Aharon-Peretz, J., & Perry, D. (2009). Two systems for empathy: A double dissociation between emotional and cognitive empathy in inferior frontal gyrus versus ventromedial prefrontal lesions. Brain, 132(3),617–627.

Files

Share

How to cite

Statistics