• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.11-27
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• 2024

This study aimed to investigate the role of scientific empathy in influencing students' productive disciplinary engagement in scientific activities and analyze the key factors of scientific empathy that manifest during this process. Twelve fifth-grade students were divided into three subgroups based on their general empathic abilities. Lessons promoting productive disciplinary engagement, integrating design thinking processes, were conducted. Subgroup discourse analysis during idea generation and prototype stages, two of five problem-solving steps, enabled observation of scientific empathy and practice aspects. The results showed that applying scientific empathy effectively through design thinking facilitated students' productive disciplinary engagement in science. In the idea generation stage, we observed an initial increase followed by a decrease in scientific empathy and practice utterances, while during the prototyping stage, utterance frequency increased, particularly in the later part. However, subgroups with lower empathic abilities displayed decreased discourse frequency in scientific empathy and practice during the prototype stage due to a lack of collaborative communication. Across all empathic ability levels, the students articulated all five key factors of scientific empathy through their utterances in situations involving productive science engagement. In the high empathic ability subgroup, empathic understanding and concern were emphasized, whereas in the low empathic ability subgroup, sensitivity, scientific imagination, and situational interest, factors of empathizing with the research object, were prominent. These results indicate that experiences of scientific empathy with research objects, beyond general empathetic abilities, serve as a distinct and crucial factor in stimulating diverse participation and sustaining students' productive engagement in scientific activities during science classes. By suggesting the potential multidimensional impact of scientific empathy on productive disciplinary engagement, this study contributes to discussions on the theoretical structure and stability of scientific empathy in science education.

• Korean Journal of Culture and Social Issue
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• v.18 no.3
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• pp.349-366
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• 2012

The importance of helping behavior in our society has been increasing and this study aimed to find the practical strategies to increase helping behaviors with minorities and general public in our communities. Participants(N=156) were randomly assigned to respond to a scenario which measured the intention to help either foreign workers or general public. Also, participants were given the scale of fairness and empathy to respond. The findings of this study demonstrated that (1) empathy and fairness had main effect of the intention to help other persons and empathy and different targets in the unfair perception had interactional effect; (2) the intention to help foreign workers was positively related to fairness and the intention to help general public was affected by empathy. The results showed that according to the perceived unfairness in helping behavior situations, the role of fairness which empathy did not explain was founded. These findings suggest that empathy and fairness in helping behavior are complementary to each other.

• The Journal of the Korea Contents Association
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• v.21 no.11
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• pp.609-625
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• 2021

It has now been more than a year since the start of the COVID-19 pandemic in Korea, which has claimed thousands of lives and changed every aspect of life. The corona pandemic not only caused physical damages but also psychological one which is a collective social stress phenomenon often termed as 'corona blue'. The purpose of this study is to examine how empathy affects anxiety and depression through risk perception and indirect trauma, which are psychological variables related to the corona pandemic as a disaster. The survey data from 214 people were analyzed with a structural equation modelling. The results shows that 53.3 % of the participants experienced anxiety and 35.7% suffered from depression, which were about 6 times higher than ones from the 2019 government data. Affective empathy had a significant effect on risk perception, and cognitive empathy had a significant effect on indirect trauma. Risk perception and indirect trauma both had a significant effect on anxiety, and anxiety had a significant impact on depression. Only cognitive empathy had a significant indirect effect on anxiety and depression. This study provides an important insight into understanding a social phenomenon of 'corona blue' from a empathic perspective.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.167-175
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• 2020

The purpose of this study was to investigate the activation strategies of the inclusive education by sharing information & communication and creating a social disability empathy culture through literature review so that students with disabilities who receive inclusive education in general schools can get along with good friends and participate actively in various school or class events. The results of this study were as follows. First, in terms of volunteer activities of students without disabilities, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Second, in terms of classroom management of classroom teachers, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Third, in terms of special education teachers' role, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Fourth, in terms of school administrators and educational administration institutions, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. The results of this study would be used as basic data to spread the disability empathy culture and improve the quality of inclusive education for students with disabilities to have inclusive education in the information society and be integrated into the community successfully.

• Journal of Digital Contents Society
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• v.15 no.3
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• pp.387-393
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• 2014

This study investigates the worlds most favorite SNS, the Facebook, with the theory of Empathy, that there will be an effect to users due to their characteristics. We approach the data scientifically with using an Eye tracker, by analyzing the vision and attention of users of Facebook with stimuli of whether it's an image or text filled contents in newsfeed of Facebook. With the result of an eye tracker, we cross analyzed with General Empathy Scale to compare that users limit of feeling of empathy gave effect on contents of Facebook. Discussion and implications are discussed in terms of empathy.

• The Journal of the Korea Contents Association
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• v.17 no.4
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• pp.500-509
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• 2017

The purpose of this study was to evaluate the level of biomedical ethics awareness, empathy among college students. The participants were 469 university students in South Korea. The average score for biomedical ethics awareness was $2.89{\pm}.21$ ; The average the scores of empathy was $2.41{\pm}.35$. Biomedical ethics awareness showed a positive correlation with empathy(r=.203, p<.001). Emotional empathy showed a significant effect on biomedical ethics awareness. And the empathic concern of emotional empathy showed a significant effect on right to life fetus, artificial abortion, artificial insemination, prenatal diagnosis of fetus, right to life of newborn, euthanasia, brain death of biomedical ethics awareness. The results of this study suggest that biomedical ethics education to the emotional empathy should need for general university students.

• The Journal of the Convergence on Culture Technology
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• v.7 no.1
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• pp.240-255
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• 2021

The kindergarten teachers play a role in closely babysitting infants, teachers' high empathy helps respect infants' emotions and opinions, and leads to positive relationships, ultimately improving their job satisfaction and confidence, but lack specific research results. As a result, this study sought to find out how the empathy of kindergarten teachers affects job stress through positive psychological capital, and to find ways to increase positive psychological capital and empathy. To achieve this, the research method identified the causal relationship of each variable based on the results of the survey of 212 kindergarten teachers in Seoul and Gyeonggi Province. According to the study, first, among the empathy abilities of kindergarten teachers, emotional empathy has a positive impact on all factors of positive psychological capital. Second, cognitive empathy among empathy abilities has a positive impact on all factors of positive psychological capital. Third, looking at the overall positive psychological capital of kindergarten teachers and the effects of job stress showed that it negatively affects self-efficacy and resilience.

• The Journal of the Korea Contents Association
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• v.20 no.10
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• pp.544-553
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• 2020

This study was intended to examine the academic role of social welfare by analysis the trends of empathic research in the field of social welfare studies in Korea, and to explore the direction and tasks to move forward. For this purpose, technical analysis and language network analysis were performed based on the category system and the frequency of simultaneous language presentation by selecting academic papers related to empathy in the field of social welfare studies in Korea from 2000 to June 2020. According to the analysis, the number of empathic studies in the social welfare field has increased steadily since 2000, and the number of studies in the last three years has increased significantly, and the research field has been mainly in the "social welfare general" category. In terms of research, the most common research was related to empathy and the relationship between other variables, while quantitative research was the most important method used in the research. As empathic-related research increase in social welfare studies, such research results require efforts such as expansion of research field and research contents and attempts of various research methods.

• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.142-152
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• 2017

Previous multi-cultural education on elementary school students has focused on improving negative perceptions on multi-culture rather than enhancing morality among student, thus the outcomes seem to be not successful as intended. The purpose of this study is to examine the relationship between multi-cultural acceptance and pro-social behavior and to investigate the role of empathy as mediator in the relationships between these two variables. A convenience sample of 457 elementary school students in I city of Kyeonggi-do was employed. Results showed that multi-cultural acceptance was significantly associated with pro-social behavior and empathy had partially mediated the relationship between multi-cultural acceptance and pro-social behavior controlling for gender, grade, multi-cultural education. Findings suggest that multi-cultural education need to be incorporated into moral education course for improving pro-social behavior and empathy of students.

• Science of Emotion and Sensibility
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• v.24 no.1
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• pp.45-58
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• 2021

Aggressive behavior triggered by the tendency to become angry is generating various social problems. To combat these various social issues, it is important to recognize the role that empathy plays in preventing those with trait-anger from becoming aggressive. More specifically, the hypothesis that empathic concern and perspective taking would mitigate the association between trait-anger and aggression was examined through this study. 329 college students participated in a survey containing questions related to trait-anger, aggression, empathic concern and perspective taking. The results showed that empathic concern moderated the association between trait-anger and aggression, whereas perspective taking did not. That is, those who are emotionally empathetic do not act aggressively easily even if their trait-anger is high; while those who are cognitively empathetic struggle to reduce the likelihood of their trait-anger leading to aggressive behavior. The result of this study indicates that emotional empathy was more useful than cognitive empathy in preventing those with trait-anger leading to aggressive behaviors. The implications, limitations and future directions of this study were also considered and presented as well.