The effect of 5 nights of sleep restriction on empathic propensity

Restless nights, cold hearts: Poor sleep causally blunts empathy

Poor sleep is pervasive in modern society. Poor sleep is associated with major physical and mental health consequences, as well as with impaired cognitive function. Less is known about the relationship between sleep and emotional and interpersonal behavior. In this work, we investigate whether poor sleep impairs empathy, an important building block of human interaction and prosocial behavior. We aimed to capture the effects of poor sleep on the various aspects of empathy: trait and state, affect and cognition. Study 1 (n = 155) assessed daily habitual sleep over several days, and global sleep quality in the past month. Participants who reported worse sleep quality exhibited lower empathic caring and perspective-taking traits. Study 2 (n = 347) induced a one-night disruption of sleep continuity to test a causal relationship between sleep and empathy. Participants in the sleep disrupted condition had to briefly wake up five times over the night, whereas the sleep-rested controls slept normally. In the next morning, participants' empathy and prosocial intentions were assessed. Participants in the sleep disruption condition exhibited lower empathic sensitivity and less prosocial decision-making than sleep-rested controls. The main contribution of this work is in providing a robust demonstration of the multi-faceted detrimental effects of poor sleep on trait and state empathy. Our findings demonstrate that poor sleep causally impairs empathic response to the suffering of others. These findings highlight the need for greater public attention to adequate sleep, which may impact empathy on a societal level.

Fatigue and fallibility: the perils of prolonged shifts for neonatologists

Sleep deprivation is a major challenge for neonatologists, who face increasing demands in the complex healthcare system. Current neonatal intensive care unit (NICU) schedule models often include extended shifts and overnight call, which can lead to sleep deprivation. This lack of sufficient sleep poses adverse health risks to neonatologists and can impair cognitive function, which increases the risk of medical errors and compromises patient safety. This paper proposes reducing shift durations and implementing policies and interventions to reduce fatigue among neonatologists and improve patient safety. The paper also offers policymakers, healthcare leaders, and NICU physicians valuable insights on potential ways to promote the health of the neonatologist workforce and safety in the NICU.

The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations

Introduction

The positive influences of teacher-student interpersonal communication skills on second language (L2) students have been considerably endorsed in the literature. However, the contribution of teacher empathy and immediacy behaviors, as realizations of such skills, to students' affective learning outcomes is unaddressed in L2 research.

Methods

To fill this gap, three scales were distributed among a sample of 350 Chinese EFL students to see if teachers' empathy and immediacy correlate with and predict students' affective learning outcomes.

Results

The results of correlation analysis revealed strong and positive relationships among teacher empathy, teacher immediacy, and learners' affective learning outcomes. Moreover, the results of multiple regression indicated that Chinese EFL teachers' empathy and immediacy could predict about 65 and 60% of changes in the learners' affective learning outcomes, respectively.

Discussion

Implications of the study for EFL teachers' interpersonal communication skills development and emotional literacy are discussed. Future research trends are also presented at the end of the article.

The validation of a Mandarin version of the Empathy Components Questionnaire (ECQ-Chinese) in Chinese samples

Empathy involves both empathic ability and empathic motivation. An important topic has been how to measure empathic ability and motivation simultaneously in both clinical and non-clinical samples and across different cultures. The Empathy Components Questionnaire (ECQ) is a self-report questionnaire that measures empathic ability and motivation in a questionnaire. The current study aimed to validate the Mandarin Chinese version of the ECQ (ECQ-Chinese) in three Chinese samples. In study 1, a total of 538 Chinese participants (Sample 1) completed the ECQ-Chinese via an online survey, and existing measures of empathy and related constructs which were used for criterion validity. In study 2, a total of 104 participants (Sample 2) were recruited again from sample 1 and completed the ECQ-Chinese three weeks later to investigate test-retest reliability. In study 3, a further 324 participants (Sample 3) completed the ECQ-Chinese for confirmatory factor analysis. The results showed that the ECQ-Chinese has a good internal consistency reliability, split-half reliability, and criterion validity (Study 1), and a good test-retest reliability (Study 2). Further, Study 3 found that a 22-item ECQ-Chinese consisting of five subscales had a good construct validity, convergence validity and discriminate validity, demonstrating it to be a suitable tool for the measurement of empathic ability and motivation in Chinese samples and to carry out cross-cultural studies of empathy and its components.

Toward the Role of Teacher Empathy in Students' Engagement in English Language Classes

This paper aimed at examining the related studies on the relationship between teacher empathy and learner engagement in English as a Foreign Language (EFL) learning contexts. The positive and significant relationship between teacher empathy and learner engagement has been verified in the literature. Studies have shown the positive influence of teacher-learner rapport on learner engagement. Moreover, studies indicated that teacher empathy leads to learner self-confidence in educational contexts. The literature review has also shown that teachers' provision of a positive environment through empathy, sympathy, and kindness can trigger learner motivation and engagement. Moreover, teachers' empathy can reduce the stress level which, in turn, positively affects learners' engagement level. Eventually, the pedagogical implications to engage learners and teachers in academic contexts have been provided. However, some suggestions have been offered to expand the insights over the associations between positive psychological constructs and teachers' emotions.

The association between sleep and empathy in young preschoolers: A population study

Sleep is vital for children's early socio-emotional development, particularly empathy. This study aimed to explore the associations between sleep and empathy in young preschoolers. A sample of 23,259 preschoolers (4.3 ± 0.3 years) at the entry year of preschool was recruited as part of the Shanghai Children's Health, Education and Lifestyle Evaluation-Preschool (SCHEDULE-P) study. Caregivers reported on child sleep, affective empathy, and cognitive empathy through the Children's Sleep Habits Questionnaire and the Griffith Empathy Measure. Ordinary least-square regression and quantile regression were performed for the associations between sleep and empathy. Sex differences were also investigated. Night sleep duration was negatively associated with affective empathy (β = -0.35, p < 0.001), and positively associated with cognitive empathy (β = 0.41, p < 0.001). Longer nap duration was associated with higher affective empathy (β = 0.28, p < 0.001). Sleep disturbances were positively associated with affective empathy (β = 0.04, p < 0.001) and negatively associated with cognitive empathy (β = -0.09, p < 0.001). These associations were generally stronger in children at higher empathy quantiles and also those at the 10^th cognitive empathy quantile. The associations between sleep and affective empathy were mainly contributed by girls, and were more common in boys in terms of cognitive empathy, particularly at the 10^th and the 30^th quantiles. In conclusion, longer night sleep duration and fewer sleep disturbances are associated with a more mature empathy pattern in young preschoolers. The associations are more prominent in children at the higher end of the empathy spectrum, and vary by sex. These findings highlight the importance to promote sleep health in young children for optimal socio-emotional development.

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

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.