Conceptualizing Empathy Competence: A Professional Communication Perspective

Fuller, Melissa; Kamans, Elanor; Vuuren, Mark van; Wolfensberger, Marca; Jong, Menno D.T. de

doi:10.1177/10506519211001125

Cited by 23 publications

(18 citation statements)

References 76 publications

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“…Hence, this may be added to the reservoir of classroom observation methods [22]. In bringing the discussion further, the pedagogical competency of the chemistry lecturer whose classroom practices were observed could be categorized in one of the four quadrants using the conscious-competence model [39] as summarized in Figure 1. The conscious-competence model as shown in Figure 1, views pedagogical learning in two dimensions, namely consciousness dimension and competence dimension.…”

Section: Discussionmentioning

confidence: 99%

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

Ong

Singh

Wahid³

et al. 2023

IJERE

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This study was carried out to uncover the pedagogical gaps by characterizing the teaching practices of chemistry within a teacher education institution and subsequently, identifying the prevalent, non-prevalent and unobserved teaching practices. Accordingly, this implementation study employed the classroom observation method. The one-semester implementation of 11 chemistry lessons of a university lecturer was observed using a psychometrically-validated observation checklist comprises 50 items or indicators that measure six principles (dimensions). The use of the observation checklist entails checking whether each indicator is observed or otherwise during classroom observations. With a frequency of more than 25% to be considered prevalent, the findings indicate that the lecturer prevalently “maintained a scaffolding of instructional alignment” (62.5%), “offered quality learning environments, resources, and technology” (57.1%), and “promoted positive beliefs, attitudes, and behavioral patterns” (54.5%). However, it was a non-prevalent practice in “encouraging intellectual curiosity” (8.3%), and “promoting an atmosphere of critical thinking and inquiry” (14.3%). The practice of “offering a varied learning atmosphere” was, regrettably, non-existent (0%). The pedagogical gaps uncovered are discussed in terms of the needed customized staff development on teaching and learning in teacher education, particularly the content coverage of pedagogy (or teaching models), and the pedagogical coverage of pedagogy.

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Section: Discussionmentioning

confidence: 99%

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

Ong

Singh

Wahid³

et al. 2023

IJERE

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“…Empathy in this study's context relates to luggage handling, ticketing services, and compensations in case of loss. Empathy is recognized as an indicator of quality in business communication (Fuller et al 2021 ), which triggers customer loyalty and repeat buying behaviors (Bahadur et al 2018 ; Chang and Yeh 2002 ). On the other hand, the role of empathy has also been acknowledged in the literature as twofold.…”

Section: Literature Reviewmentioning

confidence: 99%

Key drivers of brand trust in a Latin American airline: the impact of Colombia’s Avianca customer experience

et al. 2023

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Trust in a company's brand is essential for businesses that rely on repeat business from customers. In light of this, this study aims to investigate the key factors that drive customer trust in airline brands within the Latin American context. In order to accomplish this goal, an augmented version of AIRQUAL was utilized to evaluate Colombian native customers' perceptions of the customer experience (CX) provided by Avianca, a well-known and highly regarded airline active in Latin America. AIRQUAL is a model used to evaluate the quality of airline service proposed by Nadiri et al. (2008). It consists of five dimensions: airline tangibles, terminal tangibles, personnel services, empathy, and image. These dimensions were expanded to capture additional touchpoints identified in the literature. They represent internal and external touchpoints that make up the airline customer experience, resulting in a more robust research model. The additional dimensions, namely the impact of perceptions associated with other customers and the process of the purchase experience, were incorporated to account for a more holistic assessment of the experience provided. They also help capture the three stages of the experience provided by the airline as proposed by Namukasa (2013) before, during, and after the flight. The examined drivers of brand trust in the proposed model were the dimensions of the augmented AIRQUAL model and a measure of CX. Results indicate that while most dimensions impact brand trust, CX was identified as the key driver of brand trust and acted as a mediator of the dimensions of the augmented AIRQUAL and brand trust. According to the findings of this research, all three aspects of service quality—pre-flight service quality, in-flight service quality, and post-flight service quality—are of comparable significance and have a significant bearing on how customers evaluate their experiences.

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“…Sin el respeto no serían posibles las relaciones cívicas. -La empatía es la respuesta emocional interna al estado emocional de otra persona (Fuller et al, 2021), que da capacidad de sentir con el otro. Es un presupuesto afectivo para toda vinculación, sea esta íntima o no, como es el caso de la amistad cívica.…”

Section: Jerárquica De Las Emociones Asociadas a Ellaunclassified

“…Otra línea de actuación sería entrenar la capacidad de ver las cosas y situaciones con perspectiva; es decir, imaginar, recrear situaciones, o también los motivos y circunstancias del otro. Por último, se puede propiciar la empatía mediante otras acciones -todas relacionadas con la conversación-tales como: escuchar, reconocer señales no verbales, modifi car y modular la voz, persuadir al otro, parafrasear, regular las propias emociones y saber preguntar (Fuller et al, 2021). Todo esto favorece el cultivo de un precedente emotivo, crucial para crear lazos entre ciudadanos y así desarrollar el tejido social.…”

Section: La Educación De Las Emociones Para La Amistad Cívicaunclassified

Las emociones asociadas a la amistad cívica: una perspectiva psicoeducativa

Romero‐Iribas

Priego²

2022

Estudios sobre Educación

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La falta de cohesión social supone un reto para las sociedades de nuestro entorno sociopolítico y cultural. La amistad cívica, aunque tiene carácter ambivalente, puede ser una vía para afrontar este desafío. El objetivo del artículo es doble: analizar las emociones asociadas a la amistad cívica de acuerdo con un modelo jerárquico propio; y proponer orientaciones para su implementación educativa, mediante acciones concretas que preceden o acompañan a las emociones. Este trabajo es teórico y concluye que las emociones específicas de la amistad cívica son las emociones orientadas al otro y que, paradójicamente, siendo la amistad cívica ventajosa, se educa trabajando emociones desinteresadas.

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Conceptualizing Empathy Competence: A Professional Communication Perspective

Cited by 23 publications

References 76 publications

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

Uncovering pedagogical gaps in a chemistry classroom: Implications for teaching and learning

Key drivers of brand trust in a Latin American airline: the impact of Colombia’s Avianca customer experience

Las emociones asociadas a la amistad cívica: una perspectiva psicoeducativa

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