Assessment of preschoolers' positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy.
Assessment of preschoolers' positive empathy: concurrent and longitudinal relations with positive emotion, social competence, and sympathy.
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DOI：
10.1080/17439760902819444
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发表时间：
2009-05-01
期刊：
影响因子：
--
通讯作者：
Gaertner BM
中科院分区：
文献类型：
--
作者：
Sallquist J;Eisenberg N;Spinrad TL;Eggum ND;Gaertner BM
本研究的目的是探讨一种新的测量儿童性格性积极移情的方法，对他人积极情绪的反应）及其与积极情绪、社会能力、共情/同情与消极情绪的共时和纵向关系。在时间1，192名3.5岁的儿童（88名女孩）参与;在时间2，1年后，168名4.5岁的儿童（79名女孩）参与。儿童的积极同理心是由母亲报告的，并在时间2的实验室中观察到。此外，母亲，父亲和非父母照顾者完成了问卷调查，在时间1和时间2有关儿童的积极情绪，同情/同情，和社会能力。儿童的积极情绪在两个评估观察。有证据表明，新报告的积极同理心测量方法是可靠的。此外，积极共情与社会能力之间以及积极共情与共情/同情与消极情绪之间存在许多正相关。本研究提供了独特的洞察儿童的积极同情和关系的社会情绪功能。
The purpose of this study was to examine a new measure of children’s dispositional positive empathy (i.e., reactions to others’ positive emotions) and its concurrent and longitudinal relations with positive emotion, social competence, and empathy/sympathy with negative emotions. At Time 1, 192 3.5-year-olds (88 girls) participated; at Time 2, 1 year later, 168 4.5-year-olds (79 girls) participated. Children’s positive empathy was reported by mothers and observed in the laboratory at Time 2. Additionally, mothers, fathers, and non-parental caregivers completed questionnaires at Time 1 and Time 2 regarding children’s positive emotion, empathy/sympathy, and social competence. Children’s positive emotion was observed at both assessments. There was evidence of reliability of the new reported measure of positive empathy. Additionally, there were numerous positive relations between positive empathy and social competence and between positive empathy and empathy/sympathy with negative emotions. This study provides unique insight into children’s positive empathy and relations to socio-emotional functioning.
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4
作者：
FESHBACH, ND;FESHBACH, S
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