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Díaz-Narváez VP, Huberman-Casas J, Nakouzi-Momares JA, Alarcón-Ureta C, Jaramillo-Cavieres PA, Espinoza-Retamal M, Klahn-Acuña BP, Epuyao-González L, Leiton Carvajal G, Padilla M, Vilca LW, Reyes-Reyes A, Reyes-Reyes F. Levels of Empathy in Students and Professors with Patients in a Faculty of Dentistry. Behav Sci (Basel) 2024; 14:817. [PMID: 39336033 PMCID: PMC11429460 DOI: 10.3390/bs14090817] [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: 04/18/2024] [Revised: 08/27/2024] [Accepted: 09/05/2024] [Indexed: 09/30/2024] Open
Abstract
BACKGROUND Empathy is an attribute that plays an essential role in the dentist-patient therapeutic relationship, clinical care, and treatment adherence, along with providing other benefits. The main objective of this research was to establish the validity, reliability, and invariance of the Jefferson Scale of Empathy and then characterize the empathy levels of students and teachers at a dental school. MATERIALS AND METHODS An observational and cross-sectional study analyzed a sample of undergraduate students and professors from the Universidad Andrés Bello Faculty of Dentistry (Chile) (n = 1727 and n = 267, respectively). The Empathy Scale for Health Professionals (HP) and the same scale for students (HPS) were applied. RESULTS The Jefferson Empathy Scale presents adequate psychometric properties. The empathy measure has adequate reliability and construct validity, confirming a fit of the three-factor empathy model to the data. The measurement is invariant within the university campus, the sex of the student, and between teacher and student. Teachers present greater empathy than students except in the Perspective Adoption dimension. CONCLUSIONS The Jefferson Empathy Scale is reliable, valid, and invariant among Chilean dental students and professors. Students do not differ from their professors in the cognitive component of empathy, but they present a lower score in the affective component and global empathy. It is inferred that students can develop the affective component of empathy in their interactions with their professors, increasing their overall empathy. Understanding and fostering empathy in dental students and professors can significantly improve patient care and treatment adherence and increase patient and dentist satisfaction.
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Affiliation(s)
- Víctor P. Díaz-Narváez
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Joyce Huberman-Casas
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Jorge Andrés Nakouzi-Momares
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Chris Alarcón-Ureta
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Patricio Alberto Jaramillo-Cavieres
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Maricarmen Espinoza-Retamal
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Blanca Patricia Klahn-Acuña
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Leonardo Epuyao-González
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Gabriela Leiton Carvajal
- Research Department, School of Dentistry, Faculty of Dentistry, Universidad Andres Bello, Santiago 8370133, Chile; (J.H.-C.); (J.A.N.-M.); (C.A.-U.); (P.A.J.-C.); (M.E.-R.); (B.P.K.-A.); (L.E.-G.); (G.L.C.)
| | - Mariela Padilla
- Department of Education, School of Dentistry, University of Southern California, Los Angeles, CA 90007, USA;
| | - Lindsay W. Vilca
- Department of Education, South American Center for Education and Research in Public Health, Universidad Norbert Wiener, Lima 15108, Peru;
| | - Alejandro Reyes-Reyes
- Department of Psychology, Faculty of Social Sciences and Communications, Universidad Santo Tomás, Concepción 8320000, Chile;
| | - Fernando Reyes-Reyes
- Department of Psychology, Institute of Socio-Emotional Well-Being, Faculty of Psychology, Universidad del Desarrollo, Concepción 4070001, Chile;
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Chen F, Ge Y, Xu W, Yu J, Zhang Y, Xu X, Zhang S. Changing Kindergarten Teachers' Mindsets Toward Children to Overcome Compassion Fatigue. Psychol Res Behav Manag 2023; 16:521-533. [PMID: 36855598 PMCID: PMC9968431 DOI: 10.2147/prbm.s398622] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 02/15/2023] [Indexed: 02/25/2023] Open
Abstract
Introduction Kindergarten teachers who empathize with toddlers experience a great risk of burnout and emotional disturbance. This is referred to as compassion fatigue, in which teachers' empathy experience is reduced. This study proposed a moderated mediation model to identify the risks of compassion fatigue and its protective factors for developing evidence-based clinical interventions. Methods In this cross-sectional study, self-report measures were administered to 1049 kindergarten teachers to observe their mindsets toward children, motivation for teacher empathy, job stress, social support, and compassion fatigue. The PROCESS macro (SPSS 23.0) was used to assess the moderated mediation model. Results The results demonstrated that motivation for teacher empathy mediated the negative relationship between kindergarten teachers' mindsets toward children and compassion fatigue. Moreover, job stress and social support moderated the relationship between kindergarten teachers' mindsets toward children and motivation for teacher empathy. However, this effect was not observed in the negative relationship between kindergarten teachers' mindsets toward children and compassion fatigue. Conclusion The proposed moderated mediation model was found to be valid. Furthermore, the study findings have practical implications for developing evidence-based interventions for addressing kindergarten teachers' compassion fatigue.
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Affiliation(s)
- Fangyan Chen
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
| | - Yabo Ge
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
- College of Teacher Education, Zhejiang Normal University, Jinhua, People’s Republic of China
| | - Wenjun Xu
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
| | - Junshuai Yu
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
| | - Yiwen Zhang
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
| | - Xingjian Xu
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
| | - Shuqiong Zhang
- Institute of Child Development, Jinhua Polytechnic, Jinhua, People’s Republic of China
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Fu C, Zhao Z, Wang H, Ouyang M, Mao X, Cai X, Tan X. How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure. Front Psychol 2022; 13:878894. [PMID: 36033005 PMCID: PMC9407979 DOI: 10.3389/fpsyg.2022.878894] [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] [Received: 02/18/2022] [Accepted: 07/18/2022] [Indexed: 11/13/2022] Open
Abstract
Evidence suggests that perceived school culture is the most powerful predictor of teachers' work performance. However, studies to date have paid little attention to the potential mechanisms behind this association. On the basis of the job demands-resources (JD-R) model, the present study explored the mediating role of affective empathy and the moderating role of job tenure in the association between perceived school culture and teachers' work engagement. 647 primary and secondary school teachers completed questionnaires measuring perceived school culture, affective empathy, and work engagement. After gender and educational level were included as covariates, the results showed that perceived school culture positively correlated with teachers' work engagement, and more importantly, this association was partially mediated by affective empathy. In addition, job tenure significantly moderated the direct association between perceived school culture and work engagement. Specifically, there was a stronger association between perceived school culture and work engagement for teachers with shorter job tenure than those with longer job tenure. The findings suggested the direct effect of perceived school culture on work engagement, and the indirect effect of perceived school culture on work engagement through the mediating role of affective empathy. These findings enrich our understanding of how perceived school culture associates with work engagement, and highlight the moderating role of job tenure in the direct association between perceived school culture and work engagement.
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Affiliation(s)
- Chunhua Fu
- School of Education, Minzu University of China, Beijing, China
| | - Zhen Zhao
- School of Education, Minzu University of China, Beijing, China
| | - Huimei Wang
- School of Education, Minzu University of China, Beijing, China
| | - Mingkun Ouyang
- School of Education Science, Guangxi Minzu University, Nanning, China
| | - Xiaoling Mao
- Education Center for Mental Health, Guangxi Minzu University, Nanning, China
| | - Xiao Cai
- School of Foreign Languages, Renmin University of China, Beijing, China
| | - Xinhua Tan
- School of Information Science and Engineering, Yanshan University, Qinhuangdao, China
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