Association of affective and cognitive empathy with various dimensions of aggression among Polish adolescents
Keywords:
aggression, cognitive empathy, affective empathy, anger, hostilityAbstract
So far, many studies have confirmed the existence of a negative relationship between empathy and aggressive behaviour. Researchers are still searching for answers on how empathic behaviour may be an inhibitor of aggressive behaviour of people of all ages. This study conducted on a sample of Polish adolescents related to the search for an association between the level of cognitive and affective empathy and different dimensions of aggression. The results confirmed that cognitive empathy has a stronger association with the behavioural dimension of aggression (physical and verbal), however, the emotional dimension of empathy correlates with the experience of affective aggression (anger) or cognitive (hostility). In addition, the results confirmed the existence of gender differences in experiencing both empathy and aggression.References
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Aranowska, E., & Rytel, J. (2012). Factorial structure of the Buss-Perry Aggression Questionnaire (BPQA) in Polish population. Studia Psychologica UKSW, 12 (2), 135-151.
Batanova M., & Louka A. (2014). Unique and Interactive Effects of Empathy, Family, and School Factors on Early Adolescents’ Aggression. Journal of Youth and Adolescence, 43 (11), 1890-1902.
Björkqvist, K., & Niemelä, P. (1992). New trends in the study of female aggression. In K.Björkqvist, & P. Nemela (Eds.), Of mice and women: Aspects of female aggression (pp. 3-16). San Diego. CA: Academic Press.
Björkqvist, K., Österman K., & Lagerspetz K.M.J. (1994). Sex differences in covert aggression among adults. Aggressive Behavior, 20, 27-33.
Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: areview of recent research. Sex Roles, 30, 177-188. DOI: 10.1007/BF01420988.
Burkard, A.W., & Knox, S. (2004). Effect of therapist color-blindness on empathy and attributions in cross-cultural counseling. Journal of Counselling Psychology, 51, 387-397.
Buss, A.H., & Perry, M. (1992). The Aggression Questionnaire. Journal of Personality and Social Psychology, 63 (3), 452-459.
Card, N.E., Stucky, B.D., Salawani, G.M., & Little, T.D. (2008). Direct and indirect aggression during childhood and adolescence: ameta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229.
Davis. M.H. (1983). The effects of dispositional empathy on emotional reactions and helping: Amultidimensional approach. Journal of Personality, 51, 167-184.
Davis, M. (1994). Empathy: A social psychological approach. Boulder, CO:Westview Press.
Findlay,L.vC., Girardi,A., & Coplan. R.J. (2006). Links between empathy, social behavior, and social understanding in early childhood. Early Childhood Research Quarterly, 21 (3), 347-359.
Fischer, A., & LaGrance, M. (2015). What drives the smile and the tear: Why women are more emotionally expressive than men. Emotion Review, 7, 22-29.
Garaigordobil, M., (2009). A Comparative Analysis of Empathy in Childhood and Adolescence: Gender Differences and Associated Socio-emotional Variables. International Journal of Psychology and Psychological Therapy, 9 (2), 217-235.
Gini G., Albiero P., Benelli B., & Altoe G. (2007). Does empathy predict adolescents’ bullying and defending behavior?Aggressive Behavior, 33, 467-476.
Grazzani Gavazzi, I., Albanese O., & Duncan, E. (2006). Adolescence and awareness of positive emotions: A diary study. In F. Pons et al. (Eds.). Towards Emotional Competences (pp. 55-71). Aalborg University Press.
Grazzani Gavazzi, I., & Riva Crugnola, C. (2011). Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Percorsi tipici e atipici e strumenti di valutazione. Edizioni Unicopli.
Hoffman, M.L. (2001). Toward a comprehensive empathy-based theory of prosocial moral development. In A. Bohart, & D. Stipek (Eds.). Constructive & Destructive Behavior: Implications for Family, School, & Society (pp. 61-86). Washington, DC: APA.
Jiménez, T.I., & Estévez, E. (2017). School aggression in adolescence: Examining the role of individual, family and school variables. International Journal of Clinical and Health Psychology, 17 (3), 251-260. http://dx.doi.org/10.1016/j.ijchp.2017.07.002 .
Jolliffe, D., & Farrington, D.P. (2006a). Examining the relationship between low empathy and bullying. Aggressive Behavior, 32, 540-550.
Jolliffe, D., & Farrington, D.P. (2006b). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29, 589-611.
Kaukiainen, A, Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S., & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81-89.
Kossewska, J. (2009). Factors of interpersonal aggression prevention in Polish adolescent - personality and system of values. Baltic Journal of Special Education, 1 (20), 35-54.
Lasota, A. (2017). The relationship between parenting styles and prosocial/ antisocial behavior of adolescents. Poster presented on 18th European Conference on Developmental Psychology, Utrecht, 28` August-1 September 2017.
Lundh, L-G., Daukantaité, D., & Wangby-Lundh, M. (2014). Direct and indirect aggression and victimization in adolescents - associations with the development of psychological difficulties. BMC Psychology, 2 (1), 43. DOI: 10.1186/s40359-014-0043-2 .
Michalska, K.J., Kinzler, K.D., & Decety, J. (2013). Age-related sex differences in explicit measures of empathy do not predict brain responses across childhood and adolescence. Developmental Cognitive Neuroscience, 3, 22-32.
Miller, P.A., & Eisenberg, N. (1988). The relationship of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324-344.
Ornaghi, V., Brockmeier, J., & Grazzani, I. (2014). Enhancing social cognition by training children in emotion understanding: Aprimary school study. Journal of Experimental Child Psychology, 119, 26-39.
Ornaghi, V., Piralli, F., Cherubin, E., & Grazzani, I. (2012). How to improve social cognition by training children in emotion understanding. A primary school study. In M. Cantoia et al. (Eds.), Proceedings of the 5th Biennial Meeting of the EARLI SIG 16 Metacognition (pp. 97-98). EDUCatt, Milano.
Oros, L.B., & Fontana Nalesso, A.C. (2015). Socially skillful children: How much influence do positive emotions and empathy have? Interdisciplinaria, 32 (1), 109-125.
Povedano, A., Cava, M.J., Monreal, M.C., Varela, R., & Musitu, G. (2015). Victimization, loneliness, overt and relational violence at the school from a gender perspective. International Journal of Clinical and Health Psychology, 15, 44-51. http://dx. DOI: org/10.1016/j.ijchp.2014.09.001.
Van Noorden, T.H., Haselager, G.J., Cillessen, A.H., & Bukowski, W.M. (2015). Empathy and involvement in bullying in children and adolescents: Asystematic review. Journal of Youth and Adolescence, 44, 637-657. http://dx.doi.org/10.1007/s10964-0140135-6.
Smith, P.K. (2016). Research on bullying in schools in European countries. In P.K. Smith, K.Kwak, & Y. Toda (Eds.), School Bullying in Different Cultures: Eastern and Western Perspectives (pp. 1-27). Cambridge: Cambridge University Press.
Steffgen, G., Recchia, S., & Viechtbauer, W. (2013). The link between school climate and violence in school: A meta-analytic review. Aggression and Violent Behavior, 18,300-309. http://dx.doi.org/10.1016/j.avb.2012.12.001.
Aranowska, E., & Rytel, J. (2012). Factorial structure of the Buss-Perry Aggression Questionnaire (BPQA) in Polish population. Studia Psychologica UKSW, 12 (2), 135-151.
Batanova M., & Louka A. (2014). Unique and Interactive Effects of Empathy, Family, and School Factors on Early Adolescents’ Aggression. Journal of Youth and Adolescence, 43 (11), 1890-1902.
Björkqvist, K., & Niemelä, P. (1992). New trends in the study of female aggression. In K.Björkqvist, & P. Nemela (Eds.), Of mice and women: Aspects of female aggression (pp. 3-16). San Diego. CA: Academic Press.
Björkqvist, K., Österman K., & Lagerspetz K.M.J. (1994). Sex differences in covert aggression among adults. Aggressive Behavior, 20, 27-33.
Björkqvist, K. (1994). Sex differences in physical, verbal, and indirect aggression: areview of recent research. Sex Roles, 30, 177-188. DOI: 10.1007/BF01420988.
Burkard, A.W., & Knox, S. (2004). Effect of therapist color-blindness on empathy and attributions in cross-cultural counseling. Journal of Counselling Psychology, 51, 387-397.
Buss, A.H., & Perry, M. (1992). The Aggression Questionnaire. Journal of Personality and Social Psychology, 63 (3), 452-459.
Card, N.E., Stucky, B.D., Salawani, G.M., & Little, T.D. (2008). Direct and indirect aggression during childhood and adolescence: ameta-analytic review of gender differences, intercorrelations, and relations to maladjustment. Child Development, 79, 1185-1229.
Davis. M.H. (1983). The effects of dispositional empathy on emotional reactions and helping: Amultidimensional approach. Journal of Personality, 51, 167-184.
Davis, M. (1994). Empathy: A social psychological approach. Boulder, CO:Westview Press.
Findlay,L.vC., Girardi,A., & Coplan. R.J. (2006). Links between empathy, social behavior, and social understanding in early childhood. Early Childhood Research Quarterly, 21 (3), 347-359.
Fischer, A., & LaGrance, M. (2015). What drives the smile and the tear: Why women are more emotionally expressive than men. Emotion Review, 7, 22-29.
Garaigordobil, M., (2009). A Comparative Analysis of Empathy in Childhood and Adolescence: Gender Differences and Associated Socio-emotional Variables. International Journal of Psychology and Psychological Therapy, 9 (2), 217-235.
Gini G., Albiero P., Benelli B., & Altoe G. (2007). Does empathy predict adolescents’ bullying and defending behavior?Aggressive Behavior, 33, 467-476.
Grazzani Gavazzi, I., Albanese O., & Duncan, E. (2006). Adolescence and awareness of positive emotions: A diary study. In F. Pons et al. (Eds.). Towards Emotional Competences (pp. 55-71). Aalborg University Press.
Grazzani Gavazzi, I., & Riva Crugnola, C. (2011). Lo sviluppo della competenza emotiva dall’infanzia all’adolescenza. Percorsi tipici e atipici e strumenti di valutazione. Edizioni Unicopli.
Hoffman, M.L. (2001). Toward a comprehensive empathy-based theory of prosocial moral development. In A. Bohart, & D. Stipek (Eds.). Constructive & Destructive Behavior: Implications for Family, School, & Society (pp. 61-86). Washington, DC: APA.
Jiménez, T.I., & Estévez, E. (2017). School aggression in adolescence: Examining the role of individual, family and school variables. International Journal of Clinical and Health Psychology, 17 (3), 251-260. http://dx.doi.org/10.1016/j.ijchp.2017.07.002 .
Jolliffe, D., & Farrington, D.P. (2006a). Examining the relationship between low empathy and bullying. Aggressive Behavior, 32, 540-550.
Jolliffe, D., & Farrington, D.P. (2006b). Development and validation of the Basic Empathy Scale. Journal of Adolescence, 29, 589-611.
Kaukiainen, A, Björkqvist, K., Lagerspetz, K., Österman, K., Salmivalli, C., Rothberg, S., & Ahlbom, A. (1999). The relationships between social intelligence, empathy, and three types of aggression. Aggressive Behavior, 25, 81-89.
Kossewska, J. (2009). Factors of interpersonal aggression prevention in Polish adolescent - personality and system of values. Baltic Journal of Special Education, 1 (20), 35-54.
Lasota, A. (2017). The relationship between parenting styles and prosocial/ antisocial behavior of adolescents. Poster presented on 18th European Conference on Developmental Psychology, Utrecht, 28` August-1 September 2017.
Lundh, L-G., Daukantaité, D., & Wangby-Lundh, M. (2014). Direct and indirect aggression and victimization in adolescents - associations with the development of psychological difficulties. BMC Psychology, 2 (1), 43. DOI: 10.1186/s40359-014-0043-2 .
Michalska, K.J., Kinzler, K.D., & Decety, J. (2013). Age-related sex differences in explicit measures of empathy do not predict brain responses across childhood and adolescence. Developmental Cognitive Neuroscience, 3, 22-32.
Miller, P.A., & Eisenberg, N. (1988). The relationship of empathy to aggressive and externalizing/antisocial behavior. Psychological Bulletin, 103, 324-344.
Ornaghi, V., Brockmeier, J., & Grazzani, I. (2014). Enhancing social cognition by training children in emotion understanding: Aprimary school study. Journal of Experimental Child Psychology, 119, 26-39.
Ornaghi, V., Piralli, F., Cherubin, E., & Grazzani, I. (2012). How to improve social cognition by training children in emotion understanding. A primary school study. In M. Cantoia et al. (Eds.), Proceedings of the 5th Biennial Meeting of the EARLI SIG 16 Metacognition (pp. 97-98). EDUCatt, Milano.
Oros, L.B., & Fontana Nalesso, A.C. (2015). Socially skillful children: How much influence do positive emotions and empathy have? Interdisciplinaria, 32 (1), 109-125.
Povedano, A., Cava, M.J., Monreal, M.C., Varela, R., & Musitu, G. (2015). Victimization, loneliness, overt and relational violence at the school from a gender perspective. International Journal of Clinical and Health Psychology, 15, 44-51. http://dx. DOI: org/10.1016/j.ijchp.2014.09.001.
Van Noorden, T.H., Haselager, G.J., Cillessen, A.H., & Bukowski, W.M. (2015). Empathy and involvement in bullying in children and adolescents: Asystematic review. Journal of Youth and Adolescence, 44, 637-657. http://dx.doi.org/10.1007/s10964-0140135-6.
Smith, P.K. (2016). Research on bullying in schools in European countries. In P.K. Smith, K.Kwak, & Y. Toda (Eds.), School Bullying in Different Cultures: Eastern and Western Perspectives (pp. 1-27). Cambridge: Cambridge University Press.
Steffgen, G., Recchia, S., & Viechtbauer, W. (2013). The link between school climate and violence in school: A meta-analytic review. Aggression and Violent Behavior, 18,300-309. http://dx.doi.org/10.1016/j.avb.2012.12.001.
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Published
2017-12-01
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Lasota, A. (2017). Association of affective and cognitive empathy with various dimensions of aggression among Polish adolescents. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 10(1), 11–22. Retrieved from https://studia-psychologica.uken.krakow.pl/article/view/5637
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