Związek empatii afektywnej i poznawczej z różnymi wymiarami agresji wśród polskich adolescentów
Słowa kluczowe:
agresja, empatia poznawcza, empatia emocjonalna, gniew, wrogośćAbstrakt
Do tej pory wiele badań potwierdziło istnienie negatywnego związku pomiędzy empatią a zachowaniami agresywnymi. Badacze wciąż poszukują odpowiedzi na pytanie, na ile zachowania empatyczne mogą być inhibitorem zachowań agresywnych ludzi w różnym wieku. Badania polskich adolescentów dotyczyły poszukiwania związku między poziomem empatii poznawczej i afektywnej, a różnymi wymiarami agresji (poznawczym, afektywnym i behawioralnym). Uzyskane rezultaty potwierdziły, że empatia poznawcza ma silniejszy związek z behawioralnym wymiarem agresji (fizyczną i werbalną agresją), natomiast wymiar emocjonalny empatii koreluje z doświadczaniem agresji afektywnej (gniewem) czy kognitywnej (wrogością). Dodatkowo, rezultaty potwierdziły istnienie różnic płciowych w doświadczaniu zarówno empatii jak i agresji.Bibliografia
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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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2017-12-01
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Lasota, A. (2017). Związek empatii afektywnej i poznawczej z różnymi wymiarami agresji wśród polskich adolescentów. Annales Universitatis Paedagogicae Cracoviensis Studia Psychologica, 10(1), 11–22. Pobrano z https://studia-psychologica.uken.krakow.pl/article/view/5637
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