Gender differences in empathy: The role of the right hemisphere

Rueckert, Linda; Naybar, Nicolette

doi:10.1016/j.bandc.2008.01.002

Cited by 310 publications

(210 citation statements)

References 43 publications

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“…Women in this group had higher scores on the Jefferson Scale of Empathy. Higher empathy scores among women are consistent with results published in the literature (Berg, Majdan, Berg, Veloski, & Hojat, 2011;Chen, Lew, Hershman, & Orlander, 2007;Hojat, 2007;Hojat et al, 2002a;Hojat et al, 2002c;Hojat et al, 2009b;Kataoka, Koide, Ochi, Hojat, & Gonnella, 2009;Magalhães, Salgueira, Costa, & Costa, 2011;Neumann et al, 2011;Rosenthal et al, 2011;Rueckert & Naybar, 2008).…”

Section: Discussionsupporting

confidence: 91%

Empathy, Self-Reflection, and Curriculum Choice

Grosseman¹,

Hojat²,

Duke³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

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Section: Discussionsupporting

confidence: 91%

Empathy, Self-Reflection, and Curriculum Choice

Grosseman¹,

Hojat²,

Duke³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

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“…Also similar was the correlation of the sex with active listening which was found in all the ALAS subscales (Kourmousi et al 2017a). Although sex differences have not been sufficiently examined concerning the ability to actively empathically listen (Pence and James 2015), women have been reported by most researchers to dispose higher levels of empathy than men (Spreng et al 2009;Youssef et al 2014;Toussaint and Webb 2005;Kourmousi et al 2017b) due to their tendency to be more empathetic, pay closer attention to the speaker and the things said, and listen more effectively (Christov-Moore et al 2014;Rueckert and Naybar 2008;Rueckert et al 2011;Thompson and Voyer 2014). However, there are studies which have found no significant differences between males and females in empathy (e.g., Baldner and McGinley 2014).…”

Section: Discussionmentioning

confidence: 58%

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

et al. 2017

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Abstract:The presented study examined the Active Empathic Listening Scale's (AELS) validity and reliability in a sample of 3955 Greek educators of all teaching levels and specialties. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI), and the goodness of fit index (GFI) values were 0.080, 0.971, and 0.962, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.76 for AELS' subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.46 to 0.54. Student's t-tests and the computation of effect sizes showed that women, principals, and those who had received training in mental health promotion scored higher on all three subscales. Age and years of teaching experience were also positively correlated with most of the AELS' subscales, but the correlations were very low. The analyses confirmed the three-factor model of AELS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

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“…Women scored higher on Listening Skill and Conversation Opportunity, thus appearing to exhibit better listening attitudes and to be more eager to communicate. It could be hypothesized that female teachers scored higher than their male colleagues on ALAS, due to their tendency to be more empathetic, pay closer attention to the speaker and the things said, and listen more effectively [55][56][57][58][59]. More generally, adults' disparity between the sexes in terms of emotional socialization and their self-determination regarding the role of gender result in similar differences in social-emotional skills (e.g., [60,61]) and thus, consequently, in the communication and active listening skills.…”

Section: Discussionmentioning

confidence: 99%

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

Kourmousi

Amanaki

Tzavara³

et al. 2017

Social Sciences

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Abstract:The present study examined the Active Listening Attitude Scale (ALAS) validity and reliability in a sample of 3955 Greek educators. The sample was randomly split and an exploratory factor analysis (EFA) was conducted in the even subsample to evaluate the scale's construct validity. A confirmatory factor analysis (CFA) was performed in the odd subsample to confirm the three-factor model identified by the EFA. The chi square test (χ 2 ) of the model was significant (p < 0.05), due to the large sample size. The root mean square error of approximation (RMSEA), the comparative fit index (CFI) and the goodness of fit index (GFI) values were 0.079, 0.969 and 0.960, respectively, further supporting the fit of the three-factor model. Cronbach's alpha coefficient was used to test internal consistency reliability and was satisfactory exceeding 0.72 for ALAS subscales. The intercorrelations of the three subscales were all positive and significant (p < 0.001), ranging from 0.20 to 0.42. Student's t-tests and the computation of effect sizes revealed that women scored higher on Listening Skill and Conversation Opportunity, while principals and participants trained on mental health promotion scored higher on all three subscales. The analyses confirmed the three-factor model of ALAS and demonstrated its validity and reliability in measuring Greek teachers' active listening attitudes.

show abstract

Gender differences in empathy: The role of the right hemisphere

Cited by 310 publications

References 43 publications

Empathy, Self-Reflection, and Curriculum Choice

Empathy, Self-Reflection, and Curriculum Choice

Active Empathic Listening Scale (AELS): Reliability and Validity in a Nationwide Sample of Greek Educators

Active Listening Attitude Scale (ALAS): Reliability and Validity in a Nationwide Sample of Greek Educators

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