Testing Aspects of Compassionate Love in a Sample of Indonesian Adolescents

Vaughan, Julie; Eisenberg, Nancy; French, Doran C.; Purwono, Urip; Suryanti, Telie A.; Pidada, Sri

doi:10.1002/9781444303070.ch14

Cited by 6 publications

(8 citation statements)

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“…For example, there is evidence that members of collectivist cultures show more prosocial behavior toward ingroup members compared to members of individualistic cultures. In contrast, people in individualistic cultures show more prosocial behavior toward strangers and other outgroup members than do people in collectivist cultures (e.g., Vaughan et al, 2009). This cultural difference could result in higher prototypicality ratings in collectivist cultures than in individualistic cultures when the target is a close other, but just the opposite when the target is a stranger.…”

Section: Discussionmentioning

confidence: 89%

Prototype analysis of the concept of compassionate love

Fehr

Sprecher

2009

Personal Relationships

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Social scientists are turning their attention to compassionate love, arguing that this kind of love may promote the greatest social good. The central thesis of this research was that compassionate love might be best understood as a prototype rather than a classically defined concept. Six studies were conducted with in Canada and the United States. In Study 1, participants generated features of compassionate love. Studies 2 and 3 revealed that some features (e.g., trust, caring) are considered more central to the concept of compassionate love than others (e.g., sacrifice, sympathy). This prototype structure was confirmed in studies of reaction time (Study 4), memory (Study 5), and logical inferences (Study 6). The implications of a prototype conceptualization of compassionate love for theorizing and research in this relatively new area are discussed.

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Section: Discussionmentioning

confidence: 89%

Prototype analysis of the concept of compassionate love

Fehr

Sprecher

2009

Personal Relationships

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“…We expected that multiple aspects of prosocial behavior would be associated with religious involvement, partly because a central feature of Islam involves helping others and also because help giving is a prominent feature of Javanese and Sundanese cultures (Vaughan et al, in press). We have also found that Indonesian adolescent prosocial behavior was associated with both empathy toward others and sensitivity toward outgroup members, thus providing evidence of similarity between the correlates of prosocial behavior in Indonesian and U.S. youth (Vaughan et al, in press).…”

Section: Religion and Positive Developmentmentioning

confidence: 99%

Religious involvement and the social competence and adjustment of Indonesian Muslim adolescents.

French

Eisenberg

Vaughan

et al. 2008

Developmental Psychology

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This study assessed the relation between religious involvement and multiple indices of competence in 183 eighth- and ninth-grade Indonesian Muslim adolescents (M = 13.3 years). The authors assessed spirituality and religiosity using both parent and adolescent reports, and social competence and adjustment using multiple measures and data sources. Structural equation modeling analyses revealed that parent and adolescent reports of religiosity and spirituality yielded a single religious involvement latent variable that was related to peer group status, academic achievement, emotional regulation, prosocial behavior, antisocial/problem behavior, internalizing behavior, and self-esteem. The consistency of relations between religious involvement and competence may be in part attributable to the collectivist context of religion in West Java, Indonesia, within which people exhibit strong beliefs in Islam and religion permeates daily life.

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“…Third, it is possible to use multiple reporters to obtain information about participants' empathy-related responding in a variety of settings, which is likely to provide more reliable data than that obtained from a single reporter. There is modest agreement between parents' and teachers' reports of children's sympathy, although this agreement appears to be lower in adolescent samples (Eisenberg, Fabes, et al, 1996Murphy, Shepard, Eisenberg, Fabes, & Guthrie, 1999;Vaughan, Eisenberg, French, Purwono, Suryanti, & Pidada, 2009). This may be because junior high teachers do not know their students as well as do elementary school teachers, or because adolescents may be more private or guarded about their emotional experience.…”

Section: Other-reports Of Empathy-related Respondingmentioning

confidence: 88%