ArticleFrontiers in human neuroscience2019
Affective and Cognitive Empathy in Pre-teachers With Strong or Weak Professional Identity: An ERP Study.
Article in Frontiers in human neuroscience, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
13 citing papers in PubMed, 30 citations in OpenAlex.
- Do teachers differ in terms of their empathy toward liked students and disliked students? The role of empathic motivation.Frontiers in psychology · 2025Article
- The impact of positive psychological intervention on college students' mental health and behavioral performance: the moderating role of teacher empathic concern.Frontiers in psychology · 2025Article
- Neuronal Correlates of Empathy: A Systematic Review of Event-Related Potentials Studies in Perceptual Tasks.Brain sciences · 2024Review
- Associations of Empathy with Teacher-Student Interactions: A Potential Ternary Model.Brain sciences · 2023Review
- The role of teacher empathy and immediacy in Chinese EFL students' affective learning outcomes: unveiling the associations.Frontiers in psychology · 2023Article
- The relationship between pre-service kindergarten teachers' professional identification and career adaptability: A chain mediation model.Frontiers in psychology · 2022Article
- Toward the Role of Teacher Empathy in Students' Engagement in English Language Classes.Frontiers in psychology · 2022Review
- How perceived school culture relates to work engagement among primary and secondary school teachers? Roles of affective empathy and job tenure.Frontiers in psychology · 2022Article
- Psychometric validation of teacher empathy scale: Measurement invariance in gender.Frontiers in psychology · 2022Article
- Development and Validation of an Unethical Professional Behavior Tendencies Scale for Student Teachers.Frontiers in psychology · 2021Article
- The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation.Frontiers in psychology · 2021Article
- A Spelling Paradigm With an Added Red Dot Improved the P300 Speller System Performance.Frontiers in neuroinformatics · 2020Article
- Happy emotion cognition of bimodal audiovisual stimuli optimizes the performance of the P300 speller.Brain and behavior · 2019Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Pain empathy is influenced by a number of factors. However, few studies have examined the effects of strength of professional identity on pain empathy in pre-service teachers. This study used the event-related potential (ERP) technique, which offers a high temporal resolution, to investigate the neurocognitive mechanisms of pain empathy in pre-teachers with strong or weak professional identity. The N110 and P300 components have been shown to reflect an individual's emotional sharing and cognitive evaluation in pain empathy, respectively. The results of the current study show that pre-teachers with strong professional identity showed a significant difference in N110 amplitudes evoked towards painful and non-painful stimuli; whereas pre-teachers with weak professional identity did not show a significant difference in the amplitudes evoked by the two stimulus types. For the P300 component, pre-teachers with weak professional identity showed a significant difference in the amplitudes evoked towards painful and non-painful stimuli; whereas pre-teachers with strong professional identity did not show a significant difference in the amplitudes evoked by the two stimulus types. Our results indicate that pre-teachers with strong professional identity show a higher level of pain empathy than those with weak professional identity.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.