Effects of Empathy-based Learning in Elementary Social Studies

Lee, June; Lee, Yunoug; Kim, Mi Hwa

doi:10.1007/s40299-018-0413-2

Cited by 14 publications

(9 citation statements)

References 21 publications

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“…Currently, in some countries, fostering Students’ empathy is seen as a fundamental way to address violence and bullying in schools ( Lee et al, 2018 ). This study focuses on the association between empathy and school adjustment among left behind children, and have found that empathy is a contributing factor to the positive development of children left behind.…”

Section: Discussionmentioning

confidence: 99%

“…In the process of interaction with others, they are easily liked by others, and often have a good teacher-student relationship and peer relationship ( Boele et al, 2019 ; van den Bedem et al, 2019 ). Previous studies have shown that children’s empathy effectively promotes their learning engagement ( Lee et al, 2018 ), and improves their social competence ( Eisenberg et al, 2006 ). As for left-behind children, empathy is particularly essential.…”

Section: Introductionmentioning

confidence: 99%

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The relationship between empathy and school adjustment of left-behind children: The mediating role of coping styles

et al. 2022

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To investigate the effects of left-behind children’s empathy and coping styles on school adjustment, 605 left-behind children in the third grade from three rural elementary schools in Suzhou, Anhui Province were selected to complete the Chinese version of the Interpersonal Reaction Index Scale, the Coping Style Scale, and the School Adjustment Behavior Scale for Primary and Secondary School Students. The results showed that (1) emotional empathy positively predicted children’s social competence, and negatively predicted children’s antisocial behavior; cognitive empathy positively predicted children’s social competence; (2) the role of positive coping styles mediated the relationship between cognitive empathy and social competence, and that between cognitive empathy and antisocial behavior; negative coping styles mediated the relationship between cognitive empathy and antisocial behavior; both positive and negative coping styles mediated the relationship between emotional empathy and social competence, and that between emotional empathy and antisocial behavior. The findings of the study are valuable for understanding the relationship between empathy and school adjustment, which also helps to enhance the school adjustment of left-behind children.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The relationship between empathy and school adjustment of left-behind children: The mediating role of coping styles

et al. 2022

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“…Students with higher levels of empathy are proved to be more productive in cooperative learning and work environments. Empathy-based learning in the classroom had stronger positive effects on students' empathy as well as academic engagement compared to traditional teaching-oriented instruction because of they have realized the importance of empathy-based activities to foster their connection to learning contents and promoting good relations with peers and the teacher in the classroom (Borba, 2016;Lee et al, 2018). Empathy-integrated learning in education has been proven to boost traditional academic success as well (Moraine, 2017).…”

Section: Empathy In the Classroommentioning

confidence: 99%

Promoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture

Hashim¹,

Aris²,

Fook³

2019

AJUE

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This paper explores the benefits of empathy skill for school students. The encouragement of empathy skill in school was discussed in two situations: 1. Using design thinking approach for project-based learning and 2. Promoting as a classroom culture. Empathy is an act of understanding, being conscious and experiencing the feeling and thoughts of other people. It is the key to inspire social innovation and diminishing prejudice against others. Empathy skill has affected our feeling of wellbeing and human centeredness to provide an understanding of people’s needs. By integrating design thinking process in school, students will equip themselves with empathy-related skills such as communication, observation, decision-making and positive relationship with others as part of their active learning process. Adapting design thinking in project-based learning requires students to be aware and concern in exploring human-driven design which leads to user satisfaction for any problem’s solution. Empathy also has the advantage of forming a positive classroom culture and sustaining a good teacher-student relationship. This paper discussed how the design thinking process can promote empathy skill during project-based learning for humanizing decision-making and the opportunity for empathy integration in the classroom to engage in positive collaboration and teamwork. KEYWORDS: Classroom Culture, Design Thinking, Empathy, Project-Based Learning

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“…Interviews with students in experimental groups and with the teacher indicated that they were satisfied with the class based on empathy and that they recognized the importance of empathy. This suggests a positive role for a learning model based on empathy within social science students in order to eradicate violence at school [44].…”

Section: Discussionmentioning

confidence: 99%

Association between Level of Empathy, Attitude towards Physical Education and Victimization in Adolescents: A Multi-Group Structural Equation Analysis

Arufe-Giráldez

Zurita-Ortega

Ruz

et al. 2019

IJERPH

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Currently, there is a problem related to violence and tolerance towards violence, and the levels of empathy of the subjects can affect this, in addition to the practice of physical activity. The present study sought to define and contrast an explanatory model of victimization, empathy and attitude towards physical education, and to analyze the existing relationships between these variables as a function of engagement with physical activity. A total of 2388 adolescents from Spain participated in this research. The sample was made up of both sexes (43.39% males and 56.61% females), with ages reported between 11 and 17 years (M = 13.85; SD = 1.26). Empathy (TECA), attitude towards physical education (CAEF) and victimization (EV) were measured. A multi-group structural equation model was developed, which showed excellent fit to the empirical data (χ2 = 559.577; DF = 38; p < 0.001; comparative fit index (CFI) = 0.957; normalized fit index (NFI) = 0.954; incremental fit index (IFI) = 0.957; root mean squared error of the mean (RMSEA) = 0.054). A direct positive relationship exists between affective and cognitive empathy. A positive association was found between motivational climate and engagement in physical activity. With regards to victimization, the verbal dimension obtained the highest correlation score, followed by the relational and physical dimensions. In the case of adolescents who regularly engaged in physical activity, the verbal and physical dimensions presented the weakest correlations, whilst the relational dimension was the most strongly associated in the case of sedentary adolescents. The main conclusions of the present study it is that the relationship between affective empathy and cognitive empathy is positive and direct, however, this relationship is slightly stronger and differentiated in sedentary adolescents than in those who practice physical activity on a regular basis.

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Effects of Empathy-based Learning in Elementary Social Studies

Cited by 14 publications

References 21 publications

The relationship between empathy and school adjustment of left-behind children: The mediating role of coping styles

The relationship between empathy and school adjustment of left-behind children: The mediating role of coping styles

Promoting Empathy Using Design Thinking in Project-Based Learning and as a Classroom Culture

Association between Level of Empathy, Attitude towards Physical Education and Victimization in Adolescents: A Multi-Group Structural Equation Analysis

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