Empathy in future teachers of the Pedagogical and Technological University of Colombia

  1. Herrera Torres, Lucía 1
  2. Buitrago Bonilla, Rafael Enrique 2
  3. Avila Moreno, Aida Karina 3
  1. 1 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

  2. 2 Universidad Pedagógica y Tecnológica de Colombia
    info

    Universidad Pedagógica y Tecnológica de Colombia

    Tunja, Colombia

    ROR https://ror.org/04vdmbk59

  3. 3 Open and Distance National University
Mostrar afiliaciones +
Revista:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Año de publicación: 2016

Volumen: 5

Número: 1

Páginas: 30-37

Tipo: Artículo

DOI: 10.7821/NAER.2016.1.136 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: NAER: Journal of New Approaches in Educational Research

Objetivos de desarrollo sostenible

Resumen

Este estudio analiza la empatía cognitiva y afectiva en estudiantes que iniciaron su formación como docentes en la Facultad de Ciencias de la Educación de la Universidad Pedagógica y Tecnológica de Colombia. La muestra estuvo compuesta por 317 estudiantes de los planes de estudio de Preescolar, Artes Plásticas, Ciencias Naturales, Educación Física, Filosofía, Informática, Lenguas Extranjeras, Matemáticas, Música, Psicopedagogía y Sociales. Para la recogida de datos, se utilizó el Test de Empatía Cognitiva y Afectiva (TECA). Para esta muestra, se determinaron tanto la fiabilidad como la validez de constructo del TECA. Los participantes obtuvieron mejores resultados en la dimensión cognitiva siendo, además, las puntuaciones mayores para la escala de comprensión emocional. En función del género, las mujeres alcanzaron mejores puntuaciones que los hombres, especialmente en las dos escalas de la dimensión afectiva. También se hallaron diferencias según la edad, incrementándose las puntuaciones conforme la edad era mayor. En cuanto al programa formativo que cursaban los estudiantes, se encontraron diferencias significativas en la adopción de perspectivas y el estrés empático. Finalmente, se plantea la necesidad de que los currícula de formación docente contemplen el desarrollo de la empatía con la finalidad de fortalecer las habilidades emocionales de los futuros docentes.

€ Ver financiación

Información de financiación

This research was co-financed by the Vice-Rectorate for Scientific Policy and Research of the University of Granada, Spain (Programa 20. Financiación por Objetivos. Contrato Programa 2015-2017 [Program 20. Target-Based Funding. 2015-17 Contract Program) and the Research Group Desarrollo, Educación, Diversidad y Cultura: Análisis interdisciplinar -D.E.Di.C.A [Development, Education, Diversity, and Culture: Interdisciplinary Analysis] (HUM-742), within the framework of the Andalusian Plan for Research, Development and Innovation ción (PAIDI) of the Junta de Andalucía [Regional Government of Andalusia]. Similarly for the direction of research (DIN) of the Pedagogical and Technological University of Colombia (Universidad Pedagógica y Tecnológica de Colombia) and the Research Group Cacaenta.

Financiadores

Referencias bibliográficas

  • Albiero, P., Matricardi, G., Speltri, D., & Toso, D. (2009). The assessment of empathy in adolescence: A contribution to the Italian validation of the Basic Empathy Scale. Journal of Adolescence, 32(2), 393-408. doi:10.1016/j.adolescence.2008.01.001
  • Andrew, J., Cooke, M., & Muncer, S. J. (2008). The relationship between empathy and Machiavellianism: An alternative to empathizing-systemizing theory. Personality and Individual Differences, 44, 1203-1211.
  • Augusto, J. M., Lopez-Zafra, E., Martinez, R., & Pulido, M. (2006). Perceived emotional intelligence and life satisfaction among university teachers. Psicothema, 18, 152-157.
  • Banissy, M. J., Kanai, R., Walsh, V., & Rees, G. (2012). Inter-individual differences in empathy are reflected in human brain structure. NeuroImage, 62(3), 2034-2039. doi:10.1016/j.neuroimage.2012.05.081
  • Bar-On, R. (2006). The Bar-On model of Emotional-Social Intelligence (ESI). Psicothema, 18, 13-25.
  • Baron-Cohen, S., & Wheelwright, S. (2004). The Empathy Quotient: An Investigation of Adults with Asperger Syndrome or High Functioning Autism, and Normal Sex Differences. Journal of Autism and Developmental Disorders, 34(2), 163-175. doi:10.1023/B:JADD.0000022607.19833.00
  • Barr, J. J. (2011). The relationship between teachers’ empathy and perceptions of school culture. Educational Studies, 37(3), 365-369.
  • Barr, J. J., & Higgins-D'Alessandro, A. (2009). How Adolescent Empathy and Prosocial Behavior Change in the Context of School Culture: A Two-year Longitudinal Study. Adolescence, 44(176), 751-772.
  • Berg, C., Raminani, S., Greer, J., Harwood, M., & Safren, S. (2008). Participants’ perspectives on cognitive-behavioral therapy for adherence and depression in HIV. Psychotherapy Research, 18(3), 271-280.
  • Bierhoff, H. W., & Rohmann, E. (2004). Altruistic personality in the context of the empathy-altruism hypothesis. European Journal of Personality, 18(4), 351365. doi:10.1002/per.523
  • Brackett, M., Rivers, S. E., & Salovey, P. (2011). Emotional Intelligence: Implications for Personal, Social, Academic, and Workplace Success. Social and Personality Psychology Compass, 5(1), 88-103. doi:10.1111/j.17519004.2010.00334.x
  • Brizendine, L. (2010). The male brain. New York, NY: Broadway Books.
  • Busby, D. M., & Garnder, B. C. (2008). How do I analyze thee? Let me count the ways: Considering empathy in couple relationships using self and partner ratings. Family Process, 47(2), 229-242. doi:10.1111/j.15455300.2008.00250.x
  • Čavojová, V., Belovičová, Z., & Sirota, M. (2011). Mindreading and Empathy as Predictors of Prosocial Behavior. Studia Psychologica, 53(4), 351-362.
  • Cooper, B. (2004). Empathy, interaction and caring: Teachers’ roles in a constrained environment. Pastoral Care in Education, 22(3), 12-21. doi:10.1111/j.0264-3944.2004.00299.x
  • Cornelius-White, J. (2007). Learner-centered teacher–student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113-143. doi:10.3102/003465430298563
  • Cox, C. L., Uddin, L. Q., Di Martino, A., Castellanos, F. X., Milham, M. P., & Kelly, C. (2012). The balance between feeling and knowing: affective and cognitive empathy are reflected in the brain's intrinsic functional dynamics. Social Cognitive and Affective Neuroscience, 7(6), 727-737. doi:10.1093/scan/nsr051
  • Curtner-Smith, M. E., Culp, A. M., Culp, R., Scheib, C., Owens, K., Tilley, A., & Coleman, P. W. (2006). Mothers’ parenting and young economically disadvantaged children’s relational and overt bullying. Journal of Child and Family Studies, 15(2), 181-193. doi:10.1007/s10826-005-9016-7
  • Dalai-Lama, & Ekman, P. (2009). Sabiduría Emocional. Barcelona: Kairós.
  • D’Ambrosio, F., Olivier, M., Didon, D., & Besche, C. (2009). The Basic Empathy Scale: A French validation of a measure of empathy in youth. Personality and Individual Differences, 46(2), 160-165. doi:10.1016/j.paid.2008.09.020
  • Davis, K. C. (2004). Oprah’s Book Club and the politics of cross-racial empathy. International Journal of Cultural Studies, 7(4), 399-419. doi:10.1177/1367877904047861
  • De Waal, F. B. M. (2008). Putting the altruism back into altruism: the evolution of empathy. Annual Review of Psycholology, 59, 279-300. doi:10.1146/annurev.psych.59.103006.093625
  • Decety, J. (2010). The Neurodevelopment of Empathy in Humans. Developmental Neurosciences, 32(4), 257-267. doi:10.1159/000317771
  • Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71-100. doi:10.1177/1534582304267187
  • Decety, J., & Lamm, C. (2006). Human empathy through the lens of social neuroscience. The Scientific World Journal, 6, 1146-1163. doi:10.1100/tsw.2006.221
  • Decety, J., & Meyer, M. (2008). From emotion resonance to empathic understanding: A social developmental neuroscience account. Development and Psychopathology, 20(4), 1053-1080. doi:10.1017/S0954579408000503
  • Decety, J., & Moriguchi, Y. (2007). The empathic brain and its dysfunction in psychiatric populations: Implications for intervention across different clinical conditions. BioPyschoSocial Medicine, 1(22), 1-21. doi:10.1186/1751-0759-122
  • Dewar, K. (2002). On being a good teacher. Journal of Hospitality, Leisure, Sport and Tourism Education, 1(1), 61-67. doi:10.3794/johlste.11.14
  • Eisenberg, N. (2000). Emotion, regulation, and moral development. Annual Review of Psychology, 51(1), 665-697. doi:10.1146/annurev.psych.51.1.665
  • Eisenberg, N. (2006). Prosocial behavior. In G. G. Bear, & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 313-324). Washington, DC: National Association of School Psychologists.
  • Eisenberg, N., & Eggum, N. D. (2009). Emphatic responding: sympathy and personal distress. In J. Decety, & W. Ickes (Eds.), The Social Neuroscience of Empathy (pp. 71-83). Cambridge: MIT Press.
  • Eisenberg, N., Guthrie, I. K, Cumberland, A., Murphy, B. C, Shepard, S. A., Zhou, Q., & Carlo, G. (2002). Prosocial development in early adulthood: A longitudinal study. Journal of Personality and Social Psychology, 82(6), 9931006. doi:10.1037/0022-3514.82.6.993
  • Eisenberg, N., Spinrad, T. L., & Sadovsky, A. (2006). Empathy-related responding in children. In M. Killen, & J. Smetana (Eds.), Handbook of moral development (pp. 517-549). Mahwah, NJ: Erlbaum.
  • Engert, V., Plessow, F., Miller, R., Kirschbaum, C., & Singer, T. (2014). Cortisol increase in empathic stress is modulated by emotional closeness and observation modality. Psychoneuroendocrinology, 45, 192-201.
  • Epstein, J. L. (2013). Ready or not? Preparing future educators for school, family, and community partnerships. Teaching Education, 24(2), 115-118. doi:10.1080/10476210.2013.786887
  • Forrester, D., Kershaw, S., Moss, H., & Hughes, L. (2008). Communication skills in child protection: How do social workers talk to parents? Child & Family Social Work, 13(1), 41-51.
  • Freedberg, D., & Gallese, V. (2007). Motion, emotion, and empathy in esthetic experience. Trends in Cognitive Sciences, 11(5), 197-203. doi:10.1016/j.tics.2007.02.003
  • Gerdes, K. E., Lietz, C. A., & Segal, E. A. (2011). Measuring Empathy in the 21st Century: Development of an Empathy Index Rooted in Social Cognitive Neuroscience and Social Justice. Social Work Research, 35(2), 83-93. doi:10.1093/swr/35.2.83
  • Gerdes, K. E., & Segal, E. A. (2011). Importance of Empathy for Social Work Practice: Integrating New Science. Social Work, 56(2), 141-148. doi:10.1093/sw/56.2.141
  • Gerdes, K. E., Segal, E. A., Jackson, K. F., & Mullins, J. L. (2011). Teaching Empathy: a Framework rooted in Social Cognitive Neuroscience and Social Justice. Journal of Social Work Education, 47(1), 109-131. doi:10.5175/JSWE.2011.200900085
  • Good, T. L., & Brophy, J. E. (2000). Motivation. In T. Good, & J. Brophy (Eds.), Looking in classrooms (pp. 217-267). New York, NY: Longman.
  • Green, E. J., & Christensen, T. M. (2006). Elementary school children’s perceptions of play therapy in school settings. International Journal of Play Therapy, 15(1), 65-85. doi:10.1037/h0088908
  • Gur, R. C., Gunning-Dixon, F., Bilker, W. B., & Gur, R. E. (2002). Sex differences in temporo-limbic and frontal brain volumes of healthy adults. Cerebral Cortex, 12(9), 998-1003. doi:10.1093/cercor/12.9.998
  • Hen, M., & Walter, O. (2012). The Sherborne Developmental Movement (SDM) teaching model for pre-service teachers. Support for Learning, 27(1), 11-19. doi:10.1111/j.1467-9604.2011.01509.x
  • Herrera, L., & Buitrago, R. E. (2014). Emociones, inteligencia emocional, educación y profesorado. En L. Herrera (Coord.), Retos y desafíos actuales de la Educación Superior desde la perspectiva del profesorado universitario (pp. 179-203). Madrid: Síntesis.
  • Hoffman, M. L. (2000). Empathy and moral development: Implications for caring and justice. Cambridge, UK: Cambridge University Press.
  • Hughes, C. (2011). Social understanding and social lives. From toddlerhood through to the transition to school. Hove, UK: Psychology Press.
  • Iacoboni, M. (2008). Mirroring people: The new science of how we connect with others. New York, NY: Farrar, Straus, & Giroux.
  • Ioannidou, F., & Konstantikaki, V. (2008). Empathy and emotional intelligence: What is it really about? International Journal of Caring Sciences, 1(3), 118123.
  • Jackson, P. L., Brunet, E., Meltzoff, A. N., & Decety, J. (2006). Empathy examined through the neural mechanisms involved in imagining how I feel versus how you feel pain. Neuropsychologia, 44(5), 752-761. doi:10.1016/j.neuropsychologia.2005.07.015
  • Jeffers, C. S. (2008). Empathy, Cultural Art, and Mirror Neurons: Implications for the Classroom and Beyond. Journal of Cultural Research in Art Education, 26, 65-71.
  • Jolliffe, D., & Farrington, D. P. (2004). Empathy and offending: A systematic review and meta-analysis. Aggression and Violent Behavior, 9(5), 441-476. doi:10.1016/j.avb.2003.03.001
  • Jolliffe, D., & Farrington, D. P. (2006). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29(4), 589-611. doi:10.1016/j.adolescence.2005.08.010
  • Joseph, D. L., & Newman, D. A. (2010). Emotional Intelligence: An Integrative Meta-Analysis and Cascading Model. Journal of Applied Psychology, 95(1), 54-78. doi:10.1037/a0017286
  • Keen, S. (2007). Empathy and the Novel. Oxford, UK: Oxford University Press.
  • Kerem, E., Fishman, N., & Josselson, R. (2001). The experience of empathy in everyday relationships: Cognitive and affective elements. Journal of Social and Personal Relationships, 18(5), 709-729. doi:10.1177/0265407501185008
  • Knafo, A., Zahn-Waxler, C., van Hulle, C., Robinson, J. L., & Rhee, S. H. (2008). The developmental origins of a disposition toward empathy: genetic and environmental contributions. Emotion, 8(6), 737-752. doi:10.1037/a0014179
  • Lockwood, P. L., Seara-Cardoso, A., & Viding, E. (2014). Emotion regulation moderates the association between empathy and prosocial behavior. PLoS One, 9(5), e96555. doi:10.1371/journal.pone.0096555
  • López-Pérez, B., Fernández-Pinto, I., & Abad, F. J. (2008). TECA. Test de Empatía Cognitiva y Afectiva. Madrid: TEA Ediciones.
  • Mearns, J., & Cain, J. E. (2003). Relationships between teachers’ occupational stress and their burnout and distress: roles of coping and negative mood regulation expectancies. Anxiety, Stress & Coping, 16(1), 71-82. doi:10.1080/1061580021000057040
  • Mishara, B. L., Chagnon, F., Daigle, M., Balan, B., Raymond, S., Marcoux, I., Berman, A. (2007). Which helper behaviors and intervention styles are related to better short-term outcomes in telephone crisis intervention? Results from a silent monitoring study of calls to the U.S. 1-800-SUICIDE network. Suicide and Life-Threatening Behavior, 37(3), 308-321. doi:10.1521/suli.2007.37.3.308
  • Murray, C., & Malmgren, K. (2005). Implementing a teacher–student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43(2), 137-152. doi:10.1016/j.jsp.2005.01.003
  • Paal, T., & Bereczkei, T. (2007). Adult theory of mind, cooperation, Machiavellianism: The effect of mindreading on social relations. Personality and Individual Differences, 43(3), 541-551. doi:10.1016/j.paid.2006.12.021
  • Palmer, B., Donaldson, C., & Stough, C. (2002). Emotional intelligence and life satisfaction. Personality and Individual Differences, 33(7), 1091-1100. doi:10.1016/S0191-8869(01)00215-X
  • Palomera, R., Gil-Olarte, P., & Brackett, M. A. (2006). ¿Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa. Revista de Educación, 341, 687-703.
  • Pedersen R. (2008). Empathy: A wolf in sheep’s clothing? Medicine, Health Care and Philosophy, 11(3), 325-335. doi:10.1007/s11019-007-9104-0
  • Richter, D., & Kunzmann, U. (2011). Age differences in three facets of empathy: Performance-based evidence. Psychology and Aging, 26(1), 60-70. doi:10.1037/a0021138
  • Rifkin, J. (2009). The empathic civilization: The race to global consciousness in a world of crisis. New York, NY: Penguin.
  • Ripski, M. B., Casale-Crouch, L., & Decker L. (2011). Pre-Service Teachers: Dispositional Traits, Emotional States, and Quality of Teacher-Student Interactions. Teacher Education Quarterly, 38(2), 77-96.
  • Roorda, D. L., Koomen, M. Y., Spilt, J. L., & Oort, F. J. (2011). The Influence of Affective Teacher-Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach. Review of Educational Research, 81(4), 493-529. doi:10.3102/0034654311421793
  • Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in peer relationship processes: Potential trade-offs for the emotional and behavioral development of girls and boys. Psychological Bulletin, 132, 98-131. doi:10.1037/0033-2909.132.1.98
  • Rueckert, L., Branch, B., & Doan, T. (2011). Are Gender Differences in Empathy Due to Differences in Emotional Reactivity? Psychology, 2(6), 574-578. doi:10.4236/psych.2011.26088
  • Schulte-Rüther, M., Markowitsch, H. J., Fink, G. R., & Piefke, M. (2007). Mirror neuron and theory of mind mechanisms involved in facetoface interactions: A functional magnetic resonance imaging approach to empathy. Journal of Cognitive Neuroscience, 19(8), 1354-1372. doi:10.1162/jocn.2007.19.8.1354
  • Segal, E. A. (2007). Social empathy: A tool to address the contradiction of working but still poor. Families in Society: The Journal of Contemporary Social Sciences, 88(3), 333-337. doi:10.1606/1044-3894.3642
  • Shen, X. (2012). The Effect of Temperament on Emotion Regulation among Chinese Adolescents: the Role of Teacher Emotional Empathy. International Education Studies, 5(3), 113-125. doi:10.5539/ies.v5n3p113
  • Smith, A. (2006). Cognitive empathy and emotional empathy in human behavior and evolution. The Psychological Record, 56(1), 3-21.
  • Soucie, K. M., Lawford, H. L., & Pratt, M. W. (2012). Personal stories of empathy in adolescence and emerging adulthood. Merrill-Palmer Quarterly, 58(2), 141158. doi:10.2307/23098460
  • Suditu, M., Stan, E., Safta, C. G., & Iurea, C. (2011). Improvement of the emotional empathy coefficient through a training program during the initial formation of the students, future teachers. ProcediaSocial and Behavioral Sciences, 15, 1168-1172. doi:10.1016/j.sbspro.2011.03.257
  • Tatalović, S., & Ružić, N. (2013). Measuring Empathy in Future Preschool Teachers: Implications for Study Program Modification. International Journal of Psychology and Behavioral Sciences, 3(6), 188-195. doi:10.5923/j.ijpbs.20130306.08
  • Tettegah, S., & Anderson, C. J. (2007). Pre-service teachers’ empathy and cognitions: Statistical analysis of text data by graphical models. Contemporary Educational Psychology, 32(1), 48-82. doi:10.1016/j.cedpsych.2006.10.010
  • Van der Graaff, J., Branje, S., De Wied, M., Hawk, S., & Van Lier, P. (2014). Perspective taking and empathic concern in adolescence: Gender differences in developmental changes. Developmental Psychology, 50(3), 881-888. doi:10.1037/a0034325
  • Walter, H. (2012). Social Cognitive Neuroscience of Empathy: Concepts, Circuits, and Genes. Emotion Review, 4(1), 9-17. doi:10.1177/1754073911421379
  • Way, N., & Greene, M. L. (2006). Trajectories of perceived friendship quality during adolescence: The patterns and contextual predictors. Journal of Research on Adolescence, 16(2), 293-320. doi:10.1111/j.15327795.2006.00133.x
  • Wilson, J. C. (2011). Service-learning and the development of empathy in US college students. Education & Training, 53(2-3), 207-217.
Fuente de los datos: Dialnet