共情和同情量表在中国幼儿教师样本中的效度和信度

发布时间：2018-01-29 02:12

本文关键词： 认知共情情绪共情同情幼儿教师　出处：《中国临床心理学杂志》2017年06期 　论文类型：期刊论文

【摘要】：目的:分析共情和同情量表(Measure of Empathy and Sympathy,MES)在中国幼儿教师样本中的测量学性质。方法:为了更清楚地区分共情和同情,避免量表总分意义模糊,MES被拆分为两个量表:共情量表(Measure of Empathy,ME)和同情量表(Measure of Sympathy,MS),然后在253名幼儿教师中施测。结果:ME的两因子(认知共情和情绪共情)模型和MS的单因子(同情)模型均拟合良好;ME和MS得分均与亲社会行为(r=0.29,0.28)呈正相关,也均与领悟社会支持(r=0.33,0.22)呈正相关;增益效度分析表明在控制了共情的作用后,同情对亲社会行为仍有额外的影响(ΔR~2=0.023);ME与MS的Cronbachα系数与合成信度均高于0.75。结论:ME和MS在中国幼儿教师样本中具有良好的测量学性质。
[Abstract]:Objective: to analyze the measurement of Empathy and Sympathy. Methods: to distinguish empathy and sympathy more clearly and to avoid ambiguity of the total score of the scale. MES was divided into two scales: the measure of empathym (MEM) and the measure of empathy (MEM). Results the two factors (cognitive empathy and emotional empathy) model of two factors (cognitive empathy and emotional empathy) and the single factor (sympathy) model of MS were all fitted well. The scores of ME and MS were positively correlated with the prosocial behavior (0.29 0.28) and the perceived social support (0.33 卤0.22). Gain validity analysis showed that after controlling the effect of empathy, sympathy still had an additional effect on pro-social behavior (螖 R ~ (2 +) 0.023). The Cronbach 伪 coefficient and synthetic reliability of ME and MS were both higher than 0.75.ConclusionThe Cronbach 伪 coefficient and the synthetic reliability of ME and MS are better than 0.75.Conclusion the Cronbach 伪 coefficient and the synthetic reliability of ME and MS are better than 0.75.
【作者单位】：华南师范大学心理应用研究中心/心理学院;深圳元平特殊教育学校;
【基金】：国家自然科学基金(31400909,31271116)的资助
【分类号】：B841.7;G615
【正文快照】： 共情是指对他人情绪状态的理解和共享[1]。根据已有的测量学和认知神经科学的大量研究成果,共情由两种相互关联但又相对独立的成分构成:情绪共情和认知共情[2-4]。前者指体验到他人情绪的能力,后者则是理解他人情绪状态的能力。共情在个体社会化及人际交互中起着至关重要的作

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