The effects of affective and cognitive empathy on adolescents' behavior and outcomes in conflicts with mothers

Family Emotional Expressiveness and Adolescents' Cyberbullying Bystanders: The Mediating Role of Empathy

Background

The significant influence of family emotional expressiveness (FEE) on adolescents' face-to-face social interactions is well-established. However, there has been limited investigation into potential links between FEE and adolescents' online social behaviors, especially cyberbullying bystander behaviors, which are pivotal in cyberbullying incidents. This study aimed to assess the relative importance of different aspects of FEE (positive FEE vs. negative FEE vs. the Positive-to-Negative ratio) in predicting adolescents' cyberbullying bystander behaviors, and the mediating roles of affective and cognitive empathy in these relationships.

Methods

A sample of 1,952 adolescents (Mage = 14.18, SD = 1.33) completed questionnaires, including the Family Emotional Expressiveness Questionnaire, Basic Empathy Scale, and Cyberbullying Bystander Behavior Scale. SPSS 26.0 and Mplus 8.3 were used for analysis.

Results

(1) Positive FEE exhibited a positive association with protective behavior and a negative association with indifferent behavior. Conversely, negative FEE showed positive associations with reinforcing and indifferent behaviors. However, the Positive-to-Negative ratio did not exhibit significant associations with any of the three bystander behaviors. (2) Negative FEE emerged as relatively more significant than both positive FEE and the Positive-to-Negative ratio in predicting reinforcing and indifferent behaviors. (3) Affective empathy mediated the relationship between positive FEE and reinforcing behavior, while cognitive empathy mediated the relationship between positive FEE and protective and indifferent behaviors. Moreover, cognitive empathy exerted a more influential role than affective empathy in this mediation process.

Conclusion

Various aspects of FEE demonstrated distinct relationships with three cyberbullying bystander behaviors, with affective and cognitive empathy playing an important mediating role in the association. This finding holds substantial implications for the development of cyberbullying prevention strategies. Such strategies could target the reduction of negative emotional expression within adolescent families and the cultivation of both cognitive and affective empathy.

Mindful Parenting as a Mediator in Parents' Perspective-Taking: Exploring the Roles of Causal Attribution and Self-Compassion

Background

Existing literature has examined the link between parent causal attribution and self-compassion in parent perspective-taking, but the impact of mindful parenting as a mediator remains underexplored.

Purpose

The present study examines the mediating effect of mindful parenting on the relationship between parental attribution and self-compassion in parents' perspective-taking.

Methods

Using a cross-sectional design, 208 parents aged 30 to 59 (M = 42, SD = 4.3) with first-born adolescents aged 12-18 participated in the study.

Results

The results revealed that mindful parenting fully mediated the relationship between parental causal attribution and perspective-taking while partially mediating the association between self-compassion and perspective-taking.

Conclusion

These findings emphasize the crucial role of mindful parenting in explaining the relationship between parent causal attribution, self-compassion, and parent perspective-taking. Further research is needed to explore these relationships in more diverse and representative samples.

Students' goal orientations and their perceived peer relationships

The 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.

“Parents are gone”: Understanding the unique and interactive impacts of affective and cognitive empathy on left-behind youth’s academic engagement

Although several studies have shown that left-behind adolescents are vulnerable regarding emotional and behavioral functions, much less research has focused on this group’s academic engagement. The relationship between distinct empathy subcomponents and academic engagement in left-behind youth (versus non-left-behind youth) is therefore largely unknown. To fill these knowledge gaps, the current study compared the academic engagement between left-behind and non-left-behind youth. This study subsequently examined the unique and interactive relationships among affective empathy, cognitive empathy, and left-behind status with academic engagement in a combined sample of left-behind and non-left-behind youth. In total, 323 left-behind youth and 737 non-left-behind youth (Mage = 13.05; 49.5% females) participated in this study. Findings, after adjusting for participants’ sociodemographic characteristics, revealed that left-behind youth did not differ significantly in academic engagement compared to non-left-behind youth. A four-step hierarchical regression analysis showed that both empathy components were positively related to academic engagement. Interaction analyses further exhibited a cross-over effect of affective and cognitive empathy for left-behind youth. Specifically, left-behind youth with high cognitive empathy seemed more susceptible to the influence of affective empathy on academic engagement, for better and for worse. In the presence of high affective empathy, left-behind youth with higher cognitive empathy reported the highest academic engagement, whereas the youth with higher cognitive empathy, in the presence of low affective empathy, reported the lowest. The current study highlights the unique and interactive roles of affective and cognitive empathy in left-behind youth’s academic engagement, including important conceptual and practical implications.

Physical activity associates empathy in Japanese young adults with specific gene variations of oxytocin receptor and vasopressin V1B receptor

BACKGROUND

Empathy, consisting of cognitive empathy and affective empathy, is essential for creating relationships with others. Since the genetic polymorphism of oxytocin receptor (OXTR) and arginine-vasopressin V1B receptor (AVPR1B) relate to prosocial behavior and empathy, it would need to innovate strategies for treating human empathy by considering individual genetic variations. Physical activity is expected as a possible strategy; here, we investigated the influences of genetic polymorphisms in OXTR SNP rs53576 and AVPR1B SNP rs28373064, on the relationships of self-reported empathy with physical activity.

METHODS

The saliva is collected from a hundred Japanese college students for determining the individual polymorphism of OXTR SNP rs53576 (AA, AG, or GG genotype) and AVPR1B SNP rs28373064 (TT, TC, or CC genotype). In addition, the participants' self-reported cognitive and affective empathy, amounts of physical activity, and sitting time were evaluated with questionaries.

RESULTS

The participants with OXTR SNP rs53576 GG genotype showed a significant negative correlation between sitting time and cognitive empathy adjusted by age, gender, and sports experience. Further, there was a trend to correlate between physical activity amounts and cognitive empathy in the participants carrying the G variant in OXTR SNP rs53576 (AG or GG). As for AVPR1B SNP rs28373064, the persons with TT genotype exhibited a negative correlation trend between sitting time and cognitive empathy.

CONCLUSIONS

There are possible correlations between the self-reported cognitive empathy and physical activity amounts in the persons carrying the G variant of OXTR rs53576 or with the TT genotype for AVPR1B SNP rs28373064.

Four weeks of light-intensity exercise enhances empathic behavior in mice: The possible involvement of BDNF

Empathy is one of the essential functions of mammals for maintaining relationships with others. Physical activity contributes to enhancing empathic attitude and behavior; however, it is remained to cover the effective intensity of exercise on mammal empathy. Here, we tested the effects of light-intensity exercise, which has beneficial effects on expressing neurotrophic factors in the brain, on empathic behavior. Eight-week-old male C57BL/6 mice were subjected to forced wheel running at light-intensity (7.0 m/min, 30 min/day, 5 days/week) for 4 weeks. Then, all mice were subjected to helping behavior to evaluate their empathic behavior. The insular cortex was collected for analyzing the expressions of mRNA and miRNA. Four weeks of light-intensity exercise enhanced helping behavior. Exercised mice exhibited higher Bdnf gene expressions in the insular cortex than sedentary mice. In addition, there was a significant positive correlation between mRNA levels of Fndc5 and Bdnf in the insular cortex. Based on miRNA sequencing, 26 out of 51 miRNAs were significantly upregulated, and 25 out of 51 miRNAs were significantly downregulated in the insular cortex of mice with exercise. There were significant correlations between 11 out of 51 miRNAs and helping behavior; miR-486a-3p, which relates to FNDC5 expression, was contained. These results imply that miR-486a-3p/Fndc5/Bdnf pathway in the insular cortex would be a possible target for treating empathy.

Evaluation of the Effectiveness of an Empathy Training on Empathy Skills, Life Satisfaction, and Relationship Quality for Chinese Adolescents and Their Mothers: A Mixed Methods Study

Using a pre- and post-test design, this study examined the changes in empathy skills, life satisfaction, and relationship quality among mainland Chinese adolescents (ages 13–15 years) and their mothers ( N = 108 dyads) following an empathy training intervention. Participants completed a 20-day empathy training, including two in-person group training sessions and daily journals on assigned topics. Participants’ mother-child relationship quality, mother-child conflict, life satisfaction, and empathy skills were measured three times, and selected participants were interviewed to explore their experience of the training. The research procedure followed protocols that were approved by an Institutional Review Board. ANOVAs were used to examine quantitative data and inductive analysis was used for qualitative data. The findings suggest that after the training, both adolescents and mothers reported significant benefits in mother-child relationship quality and life satisfaction. However, participants’ empathy skills (i.e., perspective taking and empathic concern skills) did not change. Possible mechanisms of the observed changes included the empathy skills (e.g., perspective taking skills) learned through the training and the reciprocal nature of positive changes within the mother-child dyad. The current study suggests that empathy training may benefit adolescents and their mothers, both within the relationship and in their general life satisfaction.

Impact of patient information behaviours in online health communities on patient compliance and the mediating role of patients' perceived empathy

OBJECTIVE

Patient health information seeking and physician-patient communication in OHCs proved to have impacts on patient compliance, but related studies from psychological perspectives are limited. This study aims to investigate the impact of patient health information seeking and physician-patient communication in OHCs on patient compliance.

METHODS

This study established a research model and proposed six hypotheses. An anonymous investigation was conducted using Chinese OHCs. Confirmatory factor analysis, partial least squares, and structural equation modelling were used to test the hypotheses.

RESULTS

We received 371 responses, and 316 of them were valid. Patient health information seeking and physician-patient communication frequency in OHCs had positive impacts on patients' perceived affective and cognitive empathies, which positively impacted patient compliance.

CONCLUSIONS

Patient compliance can be improved by patient health information seeking and physician-patient communication in OHCs and affective and cognitive empathies. Patients' perceived affective empathy is the preferred perspective to improve patient compliance.

PRACTICE IMPLICATIONS

Physicians should encourage patients to seek health information and communicate with them through OHCs, be concerned about patients' experiences, feelings, and attitudes, understand patients' demands and mental states, and show their patients that they can feel patients' pain. Increasing physician-patient communication frequency in OHCs can help improve patient compliance.

Management of Adolescent-Parent Dyads' Discordance for Willingness to Participate in a Reproductive Health Clinical Trial

The objective of this study is to understand the resolution of discordance between adolescent-parent dyads about participation in research. Adolescent (14-17 years) and parent dyads were recruited from NYC pediatric clinics to assess attitudes toward research participation. A subset of dyads participated in videotaped discussions about participation in a hypothetical study. Videos from dyads that held strongly discordant opinions about participation ( n = 30) were content-coded and analyzed using a thematic framework approach. Strategies used to resolve discordance included asserting authority, granting autonomy, or recognizing inaccurate assumptions using a variety of communication behaviors. Missed opportunities to enroll initially discordant dyads may be avoided by allowing time for adolescents and parents to elicit information, clarify a situation, or convince the other.

Suitability of a three-dimensional model to measure empathy and its relationship with social and normative adjustment in Spanish adolescents: a cross-sectional study

OBJECTIVES

(1) To examine the psychometric properties of the Basic Empathy Scale (BES) with Spanish adolescents, comparing a two and a three-dimensional structure;(2) To analyse the relationship between the three-dimensional empathy and social and normative adjustment in school.

DESIGN

Transversal and ex post facto retrospective study. Confirmatory factorial analysis, multifactorial invariance analysis and structural equations models were used.

PARTICIPANTS

747 students (51.3% girls) from Cordoba, Spain, aged 12-17 years (M=13.8; SD=1.21).

RESULTS

The original two-dimensional structure was confirmed (cognitive empathy, affective empathy), but a three-dimensional structure showed better psychometric properties, highlighting the good fit found in confirmatory factorial analysis and adequate internal consistent valued, measured with Cronbach's alpha and McDonald's omega. Composite reliability and average variance extracted showed better indices for a three-factor model. The research also showed evidence of measurement invariance across gender. All the factors of the final three-dimensional BES model were direct and significantly associated with social and normative adjustment, being most strongly related to cognitive empathy.

CONCLUSIONS

This research supports the advances in neuroscience, developmental psychology and psychopathology through a three-dimensional version of the BES, which represents an improvement in the original two-factorial model. The organisation of empathy in three factors benefits the understanding of social and normative adjustment in adolescents, in which emotional disengagement favours adjusted peer relationships. Psychoeducational interventions aimed at improving the quality of social life in schools should target these components of empathy.