• Management & Information Systems Review
• /
• v.34 no.1
• /
• pp.121-142
• /
• 2015

This study focused on finding how to raise the positive effect of a service employee on the organization by strengthening his sympathetic feeling at the position of business, not the position of customer and how to reduce the negative effect. The specific objectives of the study are: First, the effect factors of the empathy abilities (cognitive empathy, emotional empathy) of a service employee are largely classified as the social support (supervisor support, co-worker support) to the service employee and the self-soothing ability. Therefore, this study tries to verify the relationship between the self-soothing ability, and social support and empathy which are preceding factors of the empathy of a service employee. Second, it also tries to verify the relationship between job stress and empathy ability(cognitive empathy, emotional empathy) of a service employee. As a result of the verification of the study hypothesis, first, the social support was distinguished as supervisor support and co-worker support, and the empathy ability was distinguished as cognitive empathy and emotional empathy. As a result of verifying the relationship between social support and empathy ability, the supervisor support did not have a positive effect on cognitive empathy while the co-worker support did have a positive effect of cognitive empathy. The supervisor support had a positive effect on emotional empathy and the co-worker support had a positive effect on emotional empathy. Second, the self-soothing ability of a service employee had a positive effect on empathy ability and a positive effect on both cognitive empathy and emotional empathy. Finally, the empathy ability(cognitive empathy, emotional empathy) of a service employee was shown to have a negative effect on the job stress of a service employee.

• Anxiety and mood
• /
• v.18 no.2
• /
• pp.109-115
• /
• 2022

Objective : The purpose of this study was to examine the influence of subscales of emotional intelligence on empathy in first-year medical students. Methods : A total of 215 first-year medical students were eligible for this study. Demographic factors (age, sex, and medical school entrance type) and measures for emotional intelligence and empathy, such as the Wong and Law Emotional Intelligence Scale and the Interpersonal Reactivity Index, were included in the survey. The relationship between emotional intelligence and empathy was analyzed by multiple linear regression, adjusting for age, sex, and entrance type. Results : The female students' level of emotional intelligence was higher than the male students for the self-emotional appraisal (p=0.029) and others' emotional appraisal (p=0.006) subscales. Meanwhile, the graduate-entry students scored higher for the use of emotion (p<0.001) and regulation of emotion (p=0.010) subscales than the direct-entry students. For empathy, the female students revealed a higher score in empathic concern (p=0.009) than the male students, and graduate-entry students scored higher than the direct-entry students in perspective taking (p=0.004) and empathic concern (p<0.001). The multiple linear regression analysis has identified significant influences of subscales of emotional intelligence on empathy: others' emotional appraisal on perspective taking (p<0.001), self-emotional appraisal (p=0.035) and regulation of emotion (p=0.023) on fantasy, others' emotional appraisal (p<0.001) and use of emotion (p=0.020) on empathic concern, and self-emotional appraisal (p=0.033) and regulation of emotion (p<0.001) on personal distress. Conclusion : This study's findings suggest that emotional intelligence may affect empathy in medical students, which can have implications for developing educational strategies to enhance empathetic attitudes in medical students.

• Journal of Digital Convergence
• /
• v.16 no.8
• /
• pp.321-329
• /
• 2018

The aim of this study is to examine the effects on emotional empathy given by type and degree of adolescent participation in recreational activities, and investigate the associated causal relationships. The following conclusions were obtained: First, analyzing the differences in emotional empathy based on demographic characteristics, the results statistically indicated emotional contagion is a subfactor of emotional empathy. Second, analyzing the differences based on participation type, the results statistically indicated emotional contagion is more influential than positive sharing and emotional intervention, which are sub-factors of emotional empathy. Third, analyzing the differences based on participation degree, the variables influencing participation frequency, participation time, and participation period were positive sharing and emotional contagion, rather than emotional intervention. Fourth, analyzing the causal relationship between participation degree and emotional empathy, the results revealed that participation degree affects positive sharing and emotional contagion, which are sub-factors of emotional empathy.

• Korean Journal of Childcare and Education
• /
• v.19 no.6
• /
• pp.55-77
• /
• 2023

Objective: The purpose of this study was to evaluate the empathy of children aged 4 to 5 through the empathy interview tool and to verify the effects of children's and mothers' variables on the children's empathy. Methods: The subjects of this study were 102 pairs of children aged 4 to 5 and their mothers. The research was conducted through children's interviews and mothers' questionnaires. The data were analyzed using Pearson's correlation and multiple regression analysis. Results: First, girls exhibited a higher level of empathy than boys. Second, significant correlations were found between mothers' empathy, parenting behavior, emotional expression, and children's empathy. Third, the influences of independent variables on children's empathy followed the order of mothers' emotional empathy, positive emotional expression, and children's gender. Conclusion/Implications: This study identified variables in children and their mothers that influenced children's empathy. These findings contribute to a deeper understanding of children's empathy and can serve as fundamental data for intervention programs aimed at enhancing children's empathy.

• Korean Journal of Childcare and Education
• /
• v.15 no.6
• /
• pp.117-137
• /
• 2019

Objective: The purpose of this study was to investigate the effects of a cyclical empathy model-based empathy enhancement program on young children's empathy, peer competence and emotional intelligence. Methods: A total of 40 subjects were selected for this study from 5-year-old children attending S Day Care Center located in Seoul, out of whom 20 were assigned to an experimental group and the remaining 20 to a comparative group (control group). The SPSS 21 statistical program was used to determine whether there was a significant difference between the two groups in the effectiveness of the program implementation. Results: There were statistically significant differences in the changes between the pre and post scores of the experimental group and the comparative group, which showed that the cyclical empathy model-based empathy enhancement program was effective for the young children's empathy, peer competence and emotional intelligence. Conclusion/Implications: This study suggests that if a young children's empathy enhancement program can be applied to child care sites to help the teachers in the field children can overcome empathy-related difficulties by themselves. This study also provides basic information in order to have meaningful educational experiences in young children's education institutions.

• The Korean Journal of Elementary Counseling
• /
• v.4 no.1
• /
• pp.263-284
• /
• 2005

The purpose of this study was to examine the effect of game-centered empathy training on the prosocial behaviors of elementary schoolers in a bid to suggest how their prosocial behaviors could be boosted. The research questions were posed as below: 1. Does game-based empathy training improve the overall empathy of school children? 2. Does game-based empathy training have a better effect on the cognitive empathy of school children or their emotional empathy? 3. Does game-based empathy training enhance the prosocial behaviors of school children? The subjects in this study were 62 children in their fourth year of D elementary school in Eumseong-gun, north Chungcheong province. They were divided into an experimental group and a control group, and a survey was conducted before and after the experimental group under-went empathy training for about six weeks. The instrument used in this study was David(1980)'s Interpersonal Reactivity Index adopted by Park Sung-hee(1996) to suit school children. Another instrument was Park Sung-hee (1997)'s inventory to assess the prosocial behaviors of children. The collected data were analyzed by SPSS 10.0 for Windows program, and reliability analysis and t-test were employed. The findings of the study were as follows: First, as for the effects of the game-based empathy training on the overall empathy of the elementary school youngsters that included both emotional and cognitive empathy, both groups got lower scores in posttest than in pretest. The experiment produced unexpected results, as the experimental group got significantly lower scores. This fact indicated that the game-based empathy training was ineffective. Second, the game-centered empathy training didn't exercise any influences on their cognitive and emotional empathy. The experiment had a reverse impact on the cognitive and emotional empathy of the experimental group, which implied that the training served as a factor to deteriorate the two types of empathy, and the hypothesis posed in this study was rejected. Therefore, which type of empathy could make a better progress by being exposed to the training couldn't definitely be determined. Third, the game-based empathy training didn't serve to Improve the prosocial behaviors of the elementary schoolers. There was no change in the experimental group, and this fact signified that there's something wrong with the attempt to develop school children's empathy to step up their prosocial behaviors. Based on the above-mentioned findings, the following conclusion was reached: First, the game-centered empathy training had no effects on boosting the overall empathy of the school children. Second, the game-centered empathy training couldn't be said to be effective in improving either cognitive empathy or emotional one. From a viewpoint of relativity, that could be said to affect emotional empathy more than cognitive one. Third, the game-based empathy training wasn't effective in improving prosocial behaviors. Rather, that resulted in interrupting the promotion of prosocial behaviors.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
• /
• v.27 no.3
• /
• pp.196-206
• /
• 2016

Objectives: Individuals with autism spectrum disorder (ASD) are considered to have problems with empathy. It has recently been suggested that there are two systems for empathy; cognitive and emotional. We aimed to investigate the neural response to cognitive and emotional empathy and elucidate the neurobiological aspects of empathy in patients with ASD. Methods: We recruited patients with ASD (N=17, ASD group) and healthy controls (HC) (N=22, HC group) for an functional magnetic resonance imaging study. All of the subjects were scanned while performing cognitive and emotional empathy tasks. The differences in brain activation between the groups were assessed by contrasting their neural activity during the tasks. Results: During both tasks, the ASD group showed greater neural activities in the bilateral occipital area compared to the HC group. The ASD group showed more activation in the bilateral precunei only during the emotional empathy task. No brain regions were more activated in the HC group than in the ASD group during the cognitive empathy task. While performing the emotional empathy task, the HC group exhibited greater neural activities in the left middle frontal gyrus and right anterior cingulate gyrus than the ASD group. Conclusion: This study showed that the brain regions associated with cognitive and emotional empathy in ASD patients differed from those in healthy individuals. The results of this study suggest that individuals with ASD might have defects both in cognitive empathy and in emotional empathy.

• Korean Journal of Human Ecology
• /
• v.23 no.4
• /
• pp.613-631
• /
• 2014

Personality education activities based on the roots of empathy program were designed and practiced in this study to investigate their effects on young children's empathic ability and emotional intelligence. The subjects of this research were 60 five years old of 2 classes in 'W' kindergarten in 'I' city, Jeonra Buk province. We randomly assigned 30 children of one class to the experimental group and 30 children of the other class to the controlled group. The personality education activities based on the roots of empathy program was by the researcher. The results of this study are summarized as follows. First, the personality education activities based on the roots of empathy program improved children's empathic ability. And that effects are shown in all sub-areas of empathic ability(sorrow/burden/joy/fear). Second, the personality education activities based on the roots of empathy program improved children's emotional intelligence. And that effects are shown in all sub-areas of emotional intelligence(recognition and expression of emotion/promotion of thinking by emotion/application of emotional knowledge/emotional reflective control).

• Journal of Integrative Natural Science
• /
• v.7 no.1
• /
• pp.50-56
• /
• 2014

To explore effects on each the emotional awareness, emotional expression, emotional empathy, and emotional regulation, of the sub-factors of the child's emotional intelligence, to mural preference, emotion cultivation, and community connection, the hierarchical multiple regression analyses are performed(as in Table 1, 2, and 3). As the results, we found the following facts. Children's mural preference, emotion cultivation, and community connection were expressed by the following equations in order, respectively. Mural Preference = $.170{\times}$[Emotional Awareness](t=2.118, $p=.036^*$) - $.025{\times}$[Emotional Expression](t=-.275, p=.783) + $.088{\times}$[Emotional Empathy](t=.938, p=.350) + $.139{\times}$[Emotional Regulation] (t=1.529, p=.128). Mural Emotion Cultivation = $-.021{\times}$[Emotional Awareness](t=-.294, p=.769) - $.205{\times}$[Emotional Expression](t=-2.573, $p=.011^*$) + $.265{\times}$[Emotional Empathy](t=3.156, $p=.002^*$) + $.192{\times}$[Emotional Regulation](t=2.361, $p=.019^*$). Mural Community Connection = $-.001{\times}$[Emotional Awareness](t=-.007, p=.995) - $.132{\times}$[Emotional Expression](t=-1.478, p=.141) + $.172{\times}$[Emotional Empathy](t=1.732, $p=.027^*$) + $.098{\times}$[Emotional Regulation](t=1.072, p=.285).

• Journal of Korean Library and Information Science Society
• /
• v.49 no.1
• /
• pp.267-292
• /
• 2018

The purpose of this study is to develop an empathy reading education program and to investigate the effects of elementary school students on empathy ability and emotional intelligence. First, in order to select realistic empathy topics for the empathy reading education program, 10 specialist groups were selected and the focus group interview was conducted as well. 10 expert in the development of the empathy reading education program and 12 experts for selecting the importance of the empathy reading education textbook verified the reliability and validity through Delphi investigation and analysis. Second, in order to verify the effects, the empathy reading education program was studied and conducted on 104 grade 5 students in 'A' elementary school in U city, Gyeonggi-do. In conclusion, the empathy reading education program has a positive effect on the empathy ability and emotional intelligence of elementary school students.