Relation between Cognitive/Emotional Empathy and Prosocial and Aggressive Behaviors in Elementary and Middle School Students

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  • Murakami Tatsuya
    Graduate School of Comprehensive Human Sciences, University of Tsukuba Japan Society for the Promotion of Science
  • Nishimura Takuma
    Faculty of Human Sciences, University of Tsukuba
  • Sakurai Shigeo
    Faculty of Human Sciences, University of Tsukuba

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Other Title
  • 小中学生における共感性と向社会的行動および攻撃行動の関連：子ども用認知・感情共感性尺度の信頼性・妥当性の検討
  • ショウチュウガクセイ ニ オケル キョウカンセイ ト コウ シャカイテキ コウドウ オヨビ コウゲキ コウドウ ノ カンレン : コドモヨウ ニンチ ・ カンジョウ キョウカンセイ シャクド ノ シンライセイ ・ ダトウセイ ノ ケントウ

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This research examined the reliability and validity of the Cognitive and Emotional Empathy Scale for Children (CEES-C) and investigated differences by gender and grade level in empathy. It also examined the relationship between empathy and prosocial and aggressive behavior among Japanese elementary and middle school students. Participants were 546 elementary school children (grades 4–6) and 646 middle school students. Factor analysis of the CEES-C revealed six factors. Cognitive empathy was comprised by two factors: “sensitivity to others' emotions (sens)” and “perspective-taking (pt).” Emotional empathy involved four factors: “sharing of others' positive emotions (sp),” “sharing of others' negative emotions (sn),” “good feelings toward others' positive emotions (gf),” and “sympathy for others' negative emotions (sym).” Among both elementary and middle school students, sens and sym had a positive relationship with prosocial behavior. In addition, for upper division elementary school students, gf had a negative relationship with aggressive behavior. Finally among middle school students pt had a negative relationship with aggressive behaviors.

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