Impact Factors of Empathy in Mainland Chinese Youth

Zhao, Qing; Ren, Qiaoyue; Sun, Yuanmiao; Wan, Li; Hu, Li

doi:10.3389/fpsyg.2020.00688

Cited by 15 publications

(17 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Generally, Western cultures encourage females to externalize their emotions more than males (i.e., the so-called emotional female and rational male; Merten, 2005 ). In contrast, honoring Confucius’ Golden Mean philosophy, both Chinese males and Chinese females are supposed to avoid being either extremely emotional or extremely restrained ( Huang, 2006 ; Zhao et al, 2019 ), resulting in a diminished sex difference in empathy (also see Zhao et al, 2020 ). Nevertheless, it should be noted that the above relationship between empathy and social expectations is only a theoretical proposal by Zhao et al (2019) , and future empirical studies are necessary to verify this proposal.…”

Section: Discussionmentioning

confidence: 99%

Culture, Sex, and Group-Bias in Trait and State Empathy

et al. 2021

Self Cite

View full text Add to dashboard Cite

Empathy is sharing and understanding others’ emotions. Recently, researchers identified a culture–sex interaction effect in empathy. This phenomenon has been largely ignored by previous researchers. In this study, the culture–sex interaction effect was explored with a cohort of 129 participants (61 Australian Caucasians and 68 Chinese Hans) using both self-report questionnaires (i.e., Empathy Quotient and Interpersonal Reactivity Index) and computer-based empathy tasks. In line with the previous findings, the culture–sex interaction effect was observed for both trait empathy (i.e., the generalized characteristics of empathy, as examined by the self-report questionnaires) and state empathy (i.e., the on-spot reaction of empathy for a specific stimulus, as evaluated by the computer-based tasks). Moreover, in terms of state empathy, the culture–sex interaction effect further interacted with stimulus traits (i.e., stimulus ethnicity, stimulus sex, or stimulus emotion) and resulted in three- and four-way interactions. Follow-up analyses of these higher-order interactions suggested that the phenomena of ethnic group bias and sex group favor in empathy varied among the four culture–sex participant groups (i.e., Australian female, Australian male, Chinese female, and Chinese male). The current findings highlighted the dynamic nature of empathy (i.e., its sensitivity toward both participant traits and stimulus features). Furthermore, the newly identified interaction effects in empathy deserve more investigation and need to be verified with other Western and Asian populations.

show abstract

Section: Discussionmentioning

confidence: 99%

Culture, Sex, and Group-Bias in Trait and State Empathy

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

“…Researchers generally concur with the above sex effect on PTS ( Carmassi et al, 2020 ; Olff, 2017 ), but its underlying reason was unclear. According to cross-cultural researchers ( Zhao et al, 2018 ; Zhao et al, 2019 ; Zhao et al., 2020 ), Chinese females are known to have high empathic personal distress (i.e., the aversive feelings when witnessing others’ sufferings) as well as a high interdependent self-construal (i.e., a blurred boundary between ‘self’ and ‘others’). Hence, facing COVID-19, Chinese females might encounter double-fold stress (i.e., PTS together with personal distress).…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 on psychological wellbeing

Zhao

Sun

Xie

et al. 2021

International Journal of Clinical and Health Psychology

Self Cite

View full text Add to dashboard Cite

Background/Objective This cross-sectional study aims to record post-traumatic stress (PTS) and post-traumatic growth (PTG) of the general population of China during the first wave of COVID-19 spread. Method : An online survey was distributed in China during February and March 2020 to record the general population's PTS (using the Post-traumatic Stress Disorder Checklist-Civilian Version, PCL-C) and PTG (using the Post-traumatic Growth Inventory, PTGI) due to COVID-19. Confirmatory Factor Analyses (CFAs) and a Two-Part Model (TPM) of regression analysis were conducted. Results : In total, 29,118 Chinese participants completed the survey (54.20% were in their 20s, 68% were males, and 60.30% had a university education). CFA results illustrated that bifactor models described the Chinese psychometric traits of PTS and PTG over the default models. Results of TPM suggested that female, low-educated, and middle-aged individuals were more vulnerable to PTS. Remarkably, mutual and positive correlations between the PTS and the PTG, though small in statistics, were observed through regression analyses. Conclusions : The current results presented new best-fit structural models, potential predictors, and valuable baseline information on the PTS and the PTG of the Chinese population in the context of COVID-19.

show abstract

“…Two univariate outliers (i.e., an outlier for each of TEM, TE-PD) were identified (z-scores > 3.29) and excluded (Zhao et al, 2019(Zhao et al, , 2020. As indicated in Figure 2A, for teacher empathy, the total effects model with the theories of Students' development and beforementioned covariates (i.e., gender, age, teaching experience, and title) showed that the regression coefficient for the theories of the development of the students was significant (b = 0.42, SE = 0.18, p = 0.02, 95% CI = [0.06,0.78]), which indicated that the total effect of the theories of the development of the students on teacher empathy was significant.…”

Section: Mediation Modelmentioning

confidence: 99%

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Chen

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

show abstract

Impact Factors of Empathy in Mainland Chinese Youth

Cited by 15 publications

References 44 publications

Culture, Sex, and Group-Bias in Trait and State Empathy

Culture, Sex, and Group-Bias in Trait and State Empathy

Impact of COVID-19 on psychological wellbeing

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation

Contact Info

Product

Resources

About