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共情和同情量表在中国幼儿教师样本中的效度和信度
作者:王阳  王才康  温忠麟  肖婉婷 
单位:1. 华南师范大学心理应用研究中心/心理学院  广州 510631 2. 深圳元平特殊教育学校  深圳 518112 
关键词:认知共情 情绪共情 同情 幼儿教师 
分类号:R395.1
出版年,卷(期):页码:2017,25(6):1027-1030
摘要:

目的:分析共情和同情量表(Measure of Empathy and Sympathy,MES)在中国幼儿教师样本中的测量学性质。方法:为了更清楚地区分共情和同情,避免量表总分意义模糊,MES被拆分为两个量表:共情量表(Measure ofEmpathy,ME)和同情量表(Measure of Sympathy,MS),然后在253名幼儿教师中施测。结果:ME的两因子(认知共情和情绪共情)模型和MS的单因子(同情)模型均拟合良好;ME和MS得分均与亲社会行为(r=0.29,0.28)呈正相关,也均与领悟社会支持(r=0.33,0.22)呈正相关;增益效度分析表明在控制了共情的作用后,同情对亲社会行为仍有额外的影响(△R2=0.023);ME与MS的Cronbach α系数与合成信度均高于0.75。结论:ME和MS在中国幼儿教师样本中具有良好的测量学性质。

Objective:To test the psychometric properties of the Measure of Empathy and Sympathy(MES) in Chinese preschool teachers. Methods:In order to distinguish empathy and sympathy more clearly, and avoid a meaningfully vague total score, the MES was divided into two scales:the Measure of Empathy(ME) and the Measure of Sympathy(MS). Totally 253 preschool teachers were selected to complete the ME and the MS. Results:Results of confirmatory factor analyses sup-ported both the 2-factor solution(cognitive empathy and affective empathy) of the ME and the single factor solution(sympa-thy) of the MS. Both the ME and the MS scores were positively correlated with prosocial behavior(r=0.29, 0.28), and were al-so positively correlated with perceived social support(r=0.33, 0.22). Incremental validity analysis exposited additional pre-dictive ability of the MS(△R2=0.023) for prosocial behavior when controlling for the ME. Cronbach's α and composite reli-ability of all subscales and entire scale of the ME, and the MS were more than 0.75. Conclusion:Splitting the MES is advis-able. The ME and the MS are promising instruments to assess empathy and sympathy in Chinese preschool teachers.

基金项目:
本研究得到国家自然科学基金(31400909,31271116)的资助
作者简介:
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