Adolescent Empathy and Prosocial Behavior in the Multidimensional Context of School Culture

Abstract

The authors investigated whether students' positive perceptions of their high school's culture were associated with higher levels of empathy and prosocial behavior. The authors collected information from 2 samples to ensure a wide range of school culture perceptions. As expected, empathy and prosocial behavior were correlated. As evidence of the validity of the measure of school culture, students in a small alternative school perceived their school culture as more positive than did students in the companion large, traditional high school. More positive perceptions of school culture were associated with higher levels of empathy but not with prosocial behavior. Results were moderated by gender but not by age. Male students with higher levels of emotional concern (one aspect of empathy) perceived peer relationships (one aspect of school culture) to be more positive than did those with lower levels of emotional concern. This study highlights the importance of using multidimensional constructs for school culture and empathy to understand the effects of schooling on youth.

Empathy in future teachers of the Pedagogical and Technological University of Colombia

“…By way of summary, it is possible to emphasize in accordance with the findings of various studies that empathy plays an essential role in the social development of individuals (BaronCohen & Wheelwright, 2004;Čavojová et al, 2011;Gerdes, Lietz, & Segal, 2011;Gerdes, Segal, Jackson, & Mullins, 2011;Hoffman, 2000;Lockwood et al, 2014;Rifkin, 2009;Segal, 2007;Soucie, Lawford, & Pratt, 2012;Wilson, 2011); in educational contexts as a whole (Barr & Higgins-D'Alessandro, 2009;Eisenberg, 2006;Freedberg & Gallese, 2007;Hughes, 2011;Murray & Malmgren, 2005); and particularly in the development of the teaching staff's skills and competences (Cooper, 2004;Pedersen, 2008;Shen, 2012;Tettegah & Anderson, 2007;Way & Greene, 2006).…”

“…In this sense, prosocial behavior is closely linked to empathy (Barr & Higgins-D'Alessandro, 2009;Čavojová et al, 2011;Eisenberg, 2006), since the latter serves as a motivator to provide support (Lockwood et al, 2014). Hoffman (2000) points out that social behavior refers to the deliberate actions carried out by another/other individual/s.…”

“…Being supported on cooperation and mediated by shared values, rules, goals, and a feeling of membership, this relationship makes possible a positive school culture which in turn can contribute to socio-emotional adaptation processes and to the wealth of a prosocial behavior (Barr & Higgins-D'Alessandro, 2009;Eisenberg, 2006).…”

Transmisi Nilai Prososial Pada Remaja Jawa

“…(Suseno, 1996). Berdasarakan beberapa penelitian ditemukan bahwa faktor internal yang mempengaruhi prososial adalah kepribadian (Baron & Byrne, 2005;Taylor, dkk., 2006), empati (Bar & D'Alessandro, 2007), religiusitas (Sarglou, dkk., 2005), emosi dan pengalaman (Baron & Byrne, 2005), sedangkan faktor ekternal yang berpengaruh adalah situasi (Baron & Byrne, 2005), kebudayaan (Hyson & Taylor, 2011;Trommsdorff, dkk., 2007), keluarga (Bar & D'Alessandro, 2007), praktek pengasuhan (Carlo, dkk., 2007), gaya pengasuhan (Hasting dkk., 2007), teman (Mau, dkk., 2007), guru (Wentzel, dkk., 2007), kondisi sosial ekonomi (Piff, dkk., 2010) dan media elektronik (televisi, HP, permainan) (Greitmeyer, 2008;Abraham, dkk., 2009;Gentile, dkk., 2009).…”

A kreatív klíma : Új irány az iskolai klíma és a konfliktuskezelés kutatásában

“…pl. : Barr és Higgins-D'Alessandro, 2007). Mindez a sajátos összetartó erő alapvető biztonságélményt ad a csoport tagjai számára, és így közvetlen hatással van pszichológiai jóllétükre, a kapcsolati, érzelmi tapasztalataikra, élményeikre, ezáltal az iskolai teljesít-mény minőségére is.…”