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Prignitz M, Banaschewski T, Bokde ALW, Desrivières S, Grigis A, Garavan H, Gowland P, Heinz A, Martinot JL, Paillère Martinot ML, Artiges E, Papadopoulos Orfanos D, Poustka L, Hohmann S, Fröhner JH, Robinson L, Smolka MN, Walter H, Winterer JM, Whelan R, Schumann G, Nees F, Flor H, Consortium OBOTIMAGEN. The Role of Empathy in Alcohol Use of Bullying Perpetrators and Victims: Lower Personal Empathic Distress Makes Male Perpetrators of Bullying More Vulnerable to Alcohol Use. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6286. [PMID: 37444132 PMCID: PMC10341197 DOI: 10.3390/ijerph20136286] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Revised: 05/31/2023] [Accepted: 06/09/2023] [Indexed: 07/15/2023]
Abstract
Bullying often results in negative coping in victims, including an increased consumption of alcohol. Recently, however, an increase in alcohol use has also been reported among perpetrators of bullying. The factors triggering this pattern are still unclear. We investigated the role of empathy in the interaction between bullying and alcohol use in an adolescent sample (IMAGEN) at age 13.97 (±0.53) years (baseline (BL), N = 2165, 50.9% female) and age 16.51 (±0.61) years (follow-up 1 (FU1), N = 1185, 54.9% female). General empathic distress served as a significant moderator of alcohol use in perpetrators (F9, 493 = 17.978, p < 0.01), which was specific for males and FU1. Male perpetrators, who are generally less sensitive to distress, might thus be more vulnerable to alcohol abuse.
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Affiliation(s)
- Maren Prignitz
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Tobias Banaschewski
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Arun L. W. Bokde
- Discipline of Psychiatry, School of Medicine and Trinity College Institute of Neuroscience, Trinity College Dublin, Dublin 2, Ireland
| | - Sylvane Desrivières
- Social, Genetic and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London SE5 8AF, UK
| | - Antoine Grigis
- NeuroSpin, CEA, Université Paris-Saclay, F-91191 Gif-sur-Yvette, France
| | - Hugh Garavan
- Departments of Psychiatry and Psychology, University of Vermont, Burlington, VT 05405, USA
| | - Penny Gowland
- Sir Peter Mansfield Imaging Centre School of Physics and Astronomy, University of Nottingham, University Park, Nottingham NG7 2QL, UK
| | - Andreas Heinz
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
| | - Jean-Luc Martinot
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
| | - Marie-Laure Paillère Martinot
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
- Department of Child and Adolescent Psychiatry, Pitié-Salpêtrière Hospital, AP-HP, Sorbonne Université, 75651 Paris, France
| | - Eric Artiges
- Institut National de la Santé et de la Recherche Médicale, INSERM U 1299 “Trajectoires Développementales en Psychiatrie”, Université Paris-Saclay, CNRS, Ecole Normale Supérieure Paris-Saclay, Centre Borelli, F-91190 Gif-sur-Yvette, France
- Psychiatry Department, EPS Barthélémy Durand, 91150 Etampes, France
| | | | - Luise Poustka
- Department of Child and Adolescent Psychiatry and Psychotherapy, University Medical Centre Göttingen, von-Siebold-Str. 5, 37075 Göttingen, Germany
- Department of Child and Adolescent Psychiatry, Centre for Psychosocial Medicine, Heidelberg University, 69115 Heidelberg, Germany
| | - Sarah Hohmann
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
| | - Juliane H. Fröhner
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, 01069 Dresden, Germany
| | - Lauren Robinson
- Department of Psychological Medicine, Section for Eating Disorders, Institute of Psychiatry, Psychology and Neuroscience, King’s College London, London SE5 8AF, UK
| | - Michael N. Smolka
- Department of Psychiatry and Psychotherapy, Technische Universität Dresden, 01069 Dresden, Germany
| | - Henrik Walter
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
| | - Jeanne M. Winterer
- Department of Psychiatry and Psychotherapy CCM, Charité—Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin, Humboldt-Universität zu Berlin, and Berlin Institute of Health, 10117 Berlin, Germany
- Department of Education and Psychology, Freie Universität Berlin, 14195 Berlin, Germany
| | - Robert Whelan
- School of Psychology and Global Brain Health Institute, Trinity College Dublin, Dublin 2, Ireland
| | - Gunter Schumann
- Centre for Population Neuroscience and Stratified Medicine (PONS), Department of Psychiatry and Neuroscience, Charité Universitätsmedizin Berlin, 10117 Berlin, Germany
- Centre for Population Neuroscience and Precision Medicine (PONS), Institute for Science and Technology of Brain-Inspired Intelligence (ISTBI), Fudan University, Shanghai 200433, China
| | - Frauke Nees
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Department of Child and Adolescent Psychiatry and Psychotherapy, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Institute of Medical Psychology and Medical Sociology, University Medical Center Schleswig Holstein, Kiel University, 24105 Kiel, Germany
| | - Herta Flor
- Institute of Cognitive and Clinical Neuroscience, Central Institute of Mental Health, Medical Faculty Mannheim, Heidelberg University, Square J5, 68159 Mannheim, Germany
- Department of Psychology, School of Social Sciences, University of Mannheim, 68131 Mannheim, Germany
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Wolgast A, Keller-Schneider M. Students' goal orientations and their perceived peer relationships. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04468-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/28/2023]
Abstract
AbstractThe perception of positive social interactions is important for positive experiences in heterogeneous groups, cultural diversity and inclusion in educational contexts. Based on social-cognitive theories, findings on motivation in school are available from numerous studies. However, only few studies focus on longitudinal relationships between students’ mastery vs performance goal orientations and their later perception of peer relationships in school. Aim of the current research was to clarify the extent to which reciprocal effects exist between students’ mastery vs performance goal orientation and their perception of peer relationships. To test the assumed reciprocal effects, data from 204 primary school students (on average 11 years of age) of the longitudinal study RUMBA-S in Switzerland were analyzed using cross-lag structural-equation modeling. The results suggest a statistically significant effect of the students' mastery goal orientation on their later positive perception of peer relationships, but not vice versa. Thus, no other and no reciprocal relationships exist. Performance goal orientation is related to the perception of peer relationships. The results highlight the importance of students’ mastery goal orientation for their academic and social learning.
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Gehlbach H, Mu N. How We Understand Others: A Theory of How Social Perspective Taking Unfolds. REVIEW OF GENERAL PSYCHOLOGY 2023. [DOI: 10.1177/10892680231152595] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
Social perspective taking—the process through which perceivers discern the thoughts, feelings, and motivations of a target—is foundational for navigating social interactions, building relationships, maintaining mental health, promoting well-being, and a wide array of other desired outcomes. Despite its importance, little is known about how discrete social perspective taking attempts unfold. We propose a theory that the social perspective taking process consists of up to four distinguishable phases: perception of the target, motivation to engage in social perspective taking, strategy selection, and evaluation of the attempt. Scholars have emphasized two proximal outcomes of this process—social perspective taking effort and accuracy. We review the literature in support of these phases, noting the relative maturity of each area of research. In doing so, we hope this theory provides a framework for contextualizing how existing studies relate to one another across different subfields of psychology, facilitates testable predictions, prioritizes future investigations, and guides applied research designed to improve real-world social perspective taking.
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Affiliation(s)
- Hunter Gehlbach
- Johns Hopkins University School of Education, Baltimore, MD, USA
| | - Nan Mu
- Johns Hopkins University School of Education, Baltimore, MD, USA
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4
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Perspective-taking and belief in a just world matter: Adolescents’ role experiences in bullying processes. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-03816-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AbstractBullying is a serious problem around the world, especially among adolescents. Evidence exists that low levels of social perspective-taking as well as belief in a just world played an important role in bullying. Both dispositions function as psychological resources that may help students behave appropriately in social life. Previous research identified distinct bullying roles such as perpetrator, victim, assistant, reinforcer, defender, and bystander experiences. Although this participant-role approach has been extensively investigated in the last years, a simultaneous examination of students’ perspective-taking and belief in a just world in relation to their experiences in these roles is still missing. This study’s objective was to examine a differential approach of school students’ visuospatial and dispositional social perspective-taking, emotional concern, and personal belief in a just world in relation to their experiences in bullying roles. We tested these relations in a sample of n = 1309 adolescents (50.6% female, Mage = 13.73, SDage = 0.85) from 38 schools in Germany. The results from a latent structural-equation model suggested that experiences as a perpetrator, assistant, reinforcer but also as defender related to low visuospatial social perspective-taking. Emotional concern was positively related to defender experiences. Personal belief in a just world was negatively associated with experiences as a perpetrator and a victim. The results underline the importance of disentangling concurrent contributions of perspective-taking and belief in a just world related to the bullying roles. We conclude that adolescents’ visuospatial social perspective taking seems to be a further mental resource against antisocial behavior in bullying.
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Wolgast A, Bruns K, Werner L, Reinhaus D. Well-being and experiences of adults in German federal states under pandemic conditions. Appl Psychol Health Well Being 2022; 15:650-668. [PMID: 36135223 DOI: 10.1111/aphw.12402] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 09/08/2022] [Indexed: 11/28/2022]
Abstract
Research on people's experiences during the Covid-19-pandemic provides growing evidence on subjective well-being and distress under pandemic conditions, however mainly at a country, not state level. The relationship between positive and negative experiences is described in Diener's conceptualization of subjective well-being. We assumed that people who experience well-being and positive affect through connectedness with nature, and social support during the pandemic feel relatively less alone, distressed, depressed, self-focused, and thoughtless. We further assumed changes in these constructs during the pandemic. The aim of this research was to examine the concurrent relationships between these positive and negative experiences of German adults simultaneously as well as their changes over 3 weeks in 2020. Owing to German federalism, we expected these changes to differ between German states. A sample of 1,038 adults responded to an online questionnaire twice (April and May 2020). A structural equation model including 16 factors and 12 covariates yielded the expected negative relationships and different mild change effects between the German states. For example, adults' connectedness with nature increased while loneliness and distress decreased in Saxony, whereas thoughtlessness increased in Bavaria. The results imply a new finding that different changes in adults' positive and negative experiences during the pandemic exist.
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Affiliation(s)
- Anett Wolgast
- University of Applied Sciences FHM, Hanover, Germany
| | | | - Laura Werner
- University of Applied Sciences FHM, Hanover, Germany
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Comes-Fayos J, Romero-Martínez Á, Rodríguez Moreno I, Blanco-Gandía MC, Rodríguez-Arias M, Lila M, Blasco-Ros C, Bressanutti S, Moya-Albiol L. Hormonal Profile in Response to an Empathic Induction Task in Perpetrators of Intimate Partner Violence: Oxytocin/Testosterone Ratio and Social Cognition. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:7897. [PMID: 35805556 PMCID: PMC9265590 DOI: 10.3390/ijerph19137897] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Revised: 06/23/2022] [Accepted: 06/24/2022] [Indexed: 02/05/2023]
Abstract
Empathy deficits have been proposed to be an important factor for intimate partner violence (IPV). IPV perpetrators have shown a differential change in salivary oxytocin (sOXT), testosterone (sT), and cortisol (sC), following empathic and stress tasks, compared to non-violent men. However, the influence of empathic deficits in those hormones after an emotion-induction task in IPV perpetrators remains unclear. We analyzed the effects of an empathic induction task on endogenous sOXT, sT and sC levels, as well as their hormonal ratios, in IPV perpetrators (n = 12), and compared them to controls (n = 12). Additionally, we explored the predictive capacity of empathy-related functions (measured with the interpersonal reactivity index) in the hormonal responses to the task. IPV perpetrators presented lower sOXT changes and higher total sT levels than controls after the task, lower sOXT/T change and total sOXT/T levels, as well as higher total sT/C levels. Notably, for all participants, the lower the perspective taking score, the lower the total sOXT levels and sOXT changes and the higher the sT changes were. Low perspective taking also predicted smaller sOXT/T and sOXT/C changes in the empathic induction task, and higher total sT/C levels for all participants. Therefore, our results could contribute to furthering our ability to focus on new therapeutic targets, increasing the effectiveness of intervention programs and helping to reduce IPV recidivism in the medium term.
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Affiliation(s)
- Javier Comes-Fayos
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | - Ángel Romero-Martínez
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | - Isabel Rodríguez Moreno
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | | | - Marta Rodríguez-Arias
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | - Marisol Lila
- Department of Social Psychology, University of Valencia, 46010 Valencia, Spain;
| | - Concepción Blasco-Ros
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | - Sara Bressanutti
- Department of Psychobiology, University of Valencia, 46010 Valencia, Spain; (J.C.-F.); (Á.R.-M.); (I.R.M.); (M.R.-A.); (C.B.-R.); (S.B.)
| | - Luis Moya-Albiol
- Department of Psychology and Sociology, University of Zaragoza, 50009 Zaragoza, Spain;
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Matarese M, Rea F, Sciutti A. Perception is Only Real When Shared: A Mathematical Model for Collaborative Shared Perception in Human-Robot Interaction. Front Robot AI 2022; 9:733954. [PMID: 35783020 PMCID: PMC9240641 DOI: 10.3389/frobt.2022.733954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 05/30/2022] [Indexed: 11/15/2022] Open
Abstract
Partners have to build a shared understanding of their environment in everyday collaborative tasks by aligning their perceptions and establishing a common ground. This is one of the aims of shared perception: revealing characteristics of the individual perception to others with whom we share the same environment. In this regard, social cognitive processes, such as joint attention and perspective-taking, form a shared perception. From a Human-Robot Interaction (HRI) perspective, robots would benefit from the ability to establish shared perception with humans and a common understanding of the environment with their partners. In this work, we wanted to assess whether a robot, considering the differences in perception between itself and its partner, could be more effective in its helping role and to what extent this improves task completion and the interaction experience. For this purpose, we designed a mathematical model for a collaborative shared perception that aims to maximise the collaborators’ knowledge of the environment when there are asymmetries in perception. Moreover, we instantiated and tested our model via a real HRI scenario. The experiment consisted of a cooperative game in which participants had to build towers of Lego bricks, while the robot took the role of a suggester. In particular, we conducted experiments using two different robot behaviours. In one condition, based on shared perception, the robot gave suggestions by considering the partners’ point of view and using its inference about their common ground to select the most informative hint. In the other condition, the robot just indicated the brick that would have yielded a higher score from its individual perspective. The adoption of shared perception in the selection of suggestions led to better performances in all the instances of the game where the visual information was not a priori common to both agents. However, the subjective evaluation of the robot’s behaviour did not change between conditions.
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Affiliation(s)
- Marco Matarese
- DIBRIS Department, University of Genoa, Genoa, Italy
- RBCS Unit, Italian Institute of Technology, Genoa, Italy
- *Correspondence: Marco Matarese,
| | - Francesco Rea
- RBCS Unit, Italian Institute of Technology, Genoa, Italy
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Donat M, Willisch A, Wolgast A. Cyber-bullying among university students: Concurrent relations to belief in a just world and to empathy. CURRENT PSYCHOLOGY 2022; 42:7883-7896. [PMID: 35669215 PMCID: PMC9155235 DOI: 10.1007/s12144-022-03239-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/16/2022] [Indexed: 12/02/2022]
Abstract
The aim of this study was to investigate concurrent relations of belief in a just world (BJW), justice experiences, and empathy to cyber-bullying perpetration and victimization. Our theoretical framework contained a distinction between personal and general BJW and between affective and cognitive empathy. Due to theory and recent research, we expected students’ BJW, lecturer and fellow student justice, and empathy to relate negatively to cyber-bullying perpetration. Furthermore, BJW and academic justice experiences are also expected to negatively relate to cyber-bullying victimization. In order to test our hypotheses, we conducted a cross-sectional questionnaire study with N = 663 German university students (Mage = 22.6, SDage = 3.5; 68% female). Gender, internet use, and social desirability were considered as control variables. A structural equation model showed that students’ personal BJW, academic justice experiences, and both empathy dimensions but not general BJW negatively related to cyber-bullying perpetration. Additionally, students’ personal BJW and academic justice experiences but not general BJW or empathy were associated with cyber-bullying victimization. Male students and those with a low social desirability were more likely to report cyber-bullying perpetration and victimization. Altogether, not only university students’ personal BJW and empathy but also their academic justice experiences related to cyber-bullying perpetration or victimization. Thus, researchers should develop strategies aiming to prevent or reduce cyber-bullying. Those should simultaneously foster students’ personal BJW and empathy as well as an academic environment characterized by just behavior of lecturers and students.
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Affiliation(s)
- Matthias Donat
- Department of Educational Psychology, Martin Luther University of Halle-Wittenberg, Franckeplatz 1, D-06099 Halle/Saale, Germany
| | - Anna Willisch
- Department of Educational Psychology, Martin Luther University of Halle-Wittenberg, Franckeplatz 1, D-06099 Halle/Saale, Germany
| | - Anett Wolgast
- Department of Psychology, University of Applied Sciences, Hanover, Germany
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9
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Asymmetric affective perspective taking effects toward valence influenced by personality perspective taken. Psychon Bull Rev 2022; 29:1978-1985. [PMID: 35355224 DOI: 10.3758/s13423-022-02090-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/17/2022] [Indexed: 11/08/2022]
Abstract
Previously, we found that taking perspectives of two polar targets of the neuroticism dimension of personality influenced affect evaluations of negative pictures more than positive pictures. As neuroticism is more reactive to negative affects, the current follow-up experiment explores the effect of affective perspective taking (APT) when perspectives are derived from extroversion, which is more reactive to positive affects. Stimuli consisted of neutral, sad, and happy pictures, which were rated from the perspectives of an introvert and an extrovert. Emotional strength rating was a dependent variable, and N = 41. We found a significant interaction between APT and valence. The difference in ratings between adopting an introverted and an extroverted perspective toward happiness was larger than toward sadness. Together with the results from our previous study, these results suggest an asymmetric influence of APT toward positive and negative valances and that the direction of influence asymmetry depends on the type of personality dimension from which perspectives are derived.
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10
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Roscoe RD. Please Join Me/Us/Them on My/Our/Their Journey to Justice in STEM. DISCOURSE PROCESSES 2022. [DOI: 10.1080/0163853x.2022.2050084] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Affiliation(s)
- Rod D. Roscoe
- Human Systems Engineering, The Polytechnic School, Ira A. Fulton Schools of Engineering, Arizona State University
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11
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Pang Y, Song C, Ma C. Effect of Different Types of Empathy on Prosocial Behavior: Gratitude as Mediator. Front Psychol 2022; 13:768827. [PMID: 35250712 PMCID: PMC8891453 DOI: 10.3389/fpsyg.2022.768827] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 01/28/2022] [Indexed: 11/13/2022] Open
Abstract
With the development of positive psychology, prosocial behavior has received widespread attention from researchers. Some studies have shown that emotion has a significant influence on individual prosocial behavior, but little research has studied the effect of different types of empathy on college students’ prosocial behaviors. The current study examined the mediating effects of gratitude among the associations between different types of empathy (perspective-taking, fantasy, empathic concern, and personal distress) and prosocial behavior among Chinese college students. For the study, we used the Prosocial Tendency Measurement questionnaire, the Hebrew version of Interpersonal Reactivity Index-C, and The Gratitude Questionnaire that investigated 1,037 participants. The results indicated that gratitude played a mediating role between perspective-taking and prosocial behavior, fantasy and prosocial behavior, empathic concern and prosocial behavior, and personal distress and prosocial behavior, respectively. The current study contributes to a better understanding of the relationship between empathy and prosocial behavior.
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Affiliation(s)
- YaLing Pang
- School of Economics and Management, Shihezi University, Shihezi, China
| | - Chao Song
- Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
| | - Chao Ma
- Normal School, Shihezi University, Shihezi, China
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12
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Wolgast A, Schmidt N, Ranger J. Test-Taking Motivation in Education Students: Task Battery Order Affected Within-Test-Taker Effort and Importance. Front Psychol 2020; 11:559683. [PMID: 33324277 PMCID: PMC7724091 DOI: 10.3389/fpsyg.2020.559683] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 10/30/2020] [Indexed: 11/13/2022] Open
Abstract
Different types of tasks exist, including tasks for research purposes or exams assessing knowledge. According to expectation-value theory, tests are related to different levels of effort and importance within a test taker. Test-taking effort and importance in students decreased over the course of high-stakes tests or low-stakes-tests in research on test-taking motivation. However, whether test-order changes affect effort, importance, and response processes of education students have seldomly been experimentally examined. We aimed to examine changes in effort and importance resulting from variations in test battery order and their relations to response processes. We employed an experimental design assessing N = 320 education students' test-taking effort and importance three times as well as their performance on cognitive ability tasks and a mock exam. Further relevant covariates were assessed once such as expectancies, test anxiety, and concentration. We randomly varied the order of the cognitive ability test and mock exam. The assumption of intraindividual changes in education students' effort and importance over the course of test taking was tested by one latent growth curve that separated data for each condition. In contrast to previous studies, responses and test response times were included in diffusion models for examining education students' response processes within the test-taking context. The results indicated intraindividual changes in education students' effort or importance depending on test order but similar mock-exam response processes. In particular effort did not decrease, when the cognitive ability test came first and the mock exam subsequently but significantly decreased, when the mock exam came first and the cognitive ability test subsequently. Diffusion modeling suggested differences in response processes (separation boundaries and estimated latent trait) on cognitive ability tasks suggesting higher motivational levels when the cognitive ability test came first than vice versa. The response processes on the mock exam tasks did not relate to condition.
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Affiliation(s)
- Anett Wolgast
- Department of Psychology, University of Applied Sciences Hannover, Hanover, Germany
| | - Nico Schmidt
- Institute of Psychology, Martin-Luther-University Halle-Wittenberg, Halle, Germany
| | - Jochen Ranger
- Institute of Psychology, Martin-Luther-University Halle-Wittenberg, Halle, Germany
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