ArticleFrontiers in psychology2021
The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 20 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
- Kindergarten teachers' compassion fatigue: decreasing with empathic ability or empathic motivation or both?Frontiers in psychology · 2025Article
- Article
- Levels of Empathy in Students and Professors with Patients in a Faculty of Dentistry.Behavioral sciences (Basel, Switzerland) · 2024Article
- Changing Kindergarten Teachers' Mindsets Toward Children to Overcome Compassion Fatigue.Psychology research and behavior management · 2023Article
- The validation of a Mandarin version of the Empathy Components Questionnaire (ECQ-Chinese) in Chinese samples.PloS one · 2023Article
- 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
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Authors and funding
5 authors at 2 institutions in 1 country.
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No grant is acknowledged in the PubMed record.
Abstract
Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.
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