The Impact of Perspective Taking Training in Student Teachers on Unintended Empathy Components

Christoph M. Paulus
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Abstract

Empathy training focuses mainly on improving perspective taking (PT) skills, but rarely considers possible changes in other, affective empathy components. In this study, we aimed to examine for unintended changes in the other empathy components emotional concern, personal distress, and fantasy, some of which were not specifically intended. We used a trait (Saarbrücken Personality Questionnaire for Measuring Empathy) and a state (Jefferson Scale for Empathy - Teacher Version) questionnaire respectively. On the trait measures, only the PT score improved, as it was intended by the training. No significant change in the affective factors occurred. Thus, the training showed no undesirable side effects. Looking at the Jefferson Scale factors related to pedagogical situations, significant changes occurred in the areas of perspective taking, emotional understanding of students, pedagogy more important than empathy, and student-centeredness. Since these are only pedagogically relevant changes in attitudes, this is consistent with the goal of the empathy training. Unwanted side effects were not observed here either.
学生教师的视角转换培训对意外移情成分的影响
移情训练主要侧重于提高透视(PT)技能,但很少考虑其他情感移情成分可能发生的变化。在这项研究中,我们的目的是检查其他移情成分在情感关注、个人痛苦和幻想方面是否发生了意外变化,其中有些变化并不是我们特别想要的。我们分别使用了特质问卷(萨尔布吕肯移情人格问卷)和状态问卷(杰斐逊移情量表-教师版)。在特质测量中,只有 PT 分数有所提高,这也是培训的初衷。情感因素没有明显变化。因此,培训没有产生不良的副作用。从杰斐逊量表中与教学情境相关的因子来看,在透视、对学生的情感理解、教学法比移情更重要以及以学生为中心等方面发生了显著变化。由于这些只是与教学相关的态度变化,因此与移情培训的目标是一致的。在这里也没有观察到不必要的副作用。
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