Role-taking, Parallel Affective Responding, Other-oriented Responding, and Understanding Others' Feelings in Junior High School Students' Empathy

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  • 中学1年生の共感における役割取得と並行的感情反応，他者指向的反応，感情理解の関係
  • チュウガク 1ネンセイ ノ キョウカン ニ オケル ヤクワリ シュトク ト ヘイコウテキ カンジョウ ハンノウ タシャ シコウテキ ハンノウ カンジョウ リカイ ノ カンケイ

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Abstract

This study examined the relationships among important components of empathy in first-year junior high school students. A questionnaire was administered to measure components of their empathy evoked by two film stimuli: role-taking, parallel affective responding, other-oriented responding, and understanding others' (i.e., the protagonists') feelings. Role-taking, parallel affective responding, and understanding others' feelings significantly influenced other-oriented responding in both boys and girls. The results suggest that parallel affective responding and understanding others' feelings could evoke or enhance other-oriented responding. In girls, role-taking also influenced parallel affective responding. The influence of role-taking on understanding others' feelings was not significant. Participants also were asked about the reasons for their decisions about the protagonists' feelings; their answers suggested that they mainly used situations as cues about the protagonists' feelings.

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