Empathetic communication in higher education: Implications for teacher success.

IF 1.3 Q3 EDUCATION, SCIENTIFIC DISCIPLINES
Journal of Education and Health Promotion Pub Date : 2025-07-31 eCollection Date: 2025-01-01 DOI:10.4103/jehp.jehp_295_24
FebianneKarina Raquel Bartra-Rivero, Miguel Sebastián Armesto-Céspedes, Fanny E Barrantes, Catalina Chepa Guzmán-Melgar, Jhonny Richard Rodriguez-Barboza, Eduardo Francisco Chavarri-Joo
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引用次数: 0

Abstract

This study examines the relationship between teachers' empathetic communication and their academic performance, focusing on two dimensions: empathetic concern and perspective taking. The main objective was to determine if there is a positive and significant relationship between empathetic communication and teaching performance in the university context. A descriptive correlational design was employed to analyze data collected from 364 students from private universities in Lima. Twenty-four items of empathetic communication and 23 of teaching performance were evaluated using a Likert scale survey. As a result, Spearman correlation analyses revealed a positive and significant correlation between empathetic communication and teaching performance (r = 0.211, P < 0.01). Furthermore, positive, and significant correlations were found between empathetic concern (r = 0.279, P < 0.01) and perspective taking (r = 0.166, P < 0.01) with teaching performance. It is concluded that empathetic communication is positively associated with teaching performance, highlighting the importance of developing empathetic communication skills in teachers to enhance their effectiveness in the classroom. However, caution is advised to balance empathy to avoid potential biases or deviations in teaching. It is recommended to focus teacher training programs on strengthening these social skills to optimize the teaching learning process.

高等教育中的移情沟通:对教师成功的影响。
本研究从共情关怀和观点采纳两个维度探讨教师共情沟通与学业成绩的关系。主要目的是确定在大学环境中,共情沟通与教学绩效之间是否存在积极而显著的关系。采用描述性相关设计对利马私立大学364名学生的数据进行分析。采用李克特量表对共情沟通的24项和教学绩效的23项进行评估。Spearman相关分析结果显示,共情沟通与教学绩效呈显著正相关(r = 0.211, P < 0.01)。此外,共情关怀(r = 0.279, P < 0.01)和观点采取(r = 0.166, P < 0.01)与教学绩效呈显著正相关。本研究的结论是,共情沟通与教学绩效正相关,强调了教师培养共情沟通技能对提高其课堂有效性的重要性。然而,建议谨慎平衡同理心,以避免教学中潜在的偏见或偏差。建议将教师培训计划的重点放在加强这些社交技能上,以优化教学过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.60
自引率
21.40%
发文量
218
审稿时长
34 weeks
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