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05299nam a2200253 i 4500 |
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CHED |
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20250404134837.0 |
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250403e2019 ph ||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
Commission on Higher Education |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Parcon, Apryl Mae C. |
| 245 14 - TITLE STATEMENT |
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| Title |
The developmental trajectories of affective empathy, cognitive, empathy, and prosocial behaviors among Filipino preschool children |
| Statement of responsibility, etc. |
/ Apryl Mae C. Parcon |
| 260 3# - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Diliman, Quezon City |
| Name of publisher, distributor, etc. |
: University of the Philippines Diliman |
| Date of publication, distribution, etc. |
,2019. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
[xii],168 leaves |
| Dimensions |
27 x 21cm. |
| 500 ## - GENERAL NOTE |
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| General note |
Dissertation (Doctor of Philosophy in Psychology) -- University of the Philippines Diliman, January 2019 |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
This research aimed to investigate possible developmental trajectories of affective<br/>empathy, cognitive empathy, and prosocial behaviors among Filipino preschool children. In<br/>Study 1, the main factors, which were posited to significantly predict cognitive and affective<br/>empathy were: age, gender, and theory-of-mind. For the prosocial behaviors, the same<br/>variables were examined (i.e., age, gender, and theory-of-mind), with the addition of affective<br/>empathy and cognitive empathy. Moderation and mediation effects were also examined. A total<br/>of 223 preschool children, with ages ranging from 3 to 6.6 years old (M=4.34, SD=.63)<br/>participated in Study 1. Each child individually went through different tasks with the researcher.<br/>Theory-of-mind was measured through false-belief task. As for the measure of empathy, each<br/>child watched three short clips with different emotions (i.e., happy, sad, or angry emotion). To<br/>measure affective empathy, their facial expressions were recorded as they watched the clip,<br/>and then scored according to the degree of match between the emotion of the characters in the<br/>clip and the children's facial expressions. To measure cognitive empathy, children were<br/>interviewed regarding the clip that they watched, and their responses were scored according to<br/>their understanding of the emotions of the characters in the clips. Prosocial behaviors were<br/>measured in two ways: the latency by which the child would help in picking up the crayons that<br/>fell on the floor and the degree to which the child would comfort the researcher who hurt herself<br/>with the clipboard. Regression analysis showed that only age and theory-of-mind predicted<br/>cognitive empathy, while none of the aforementioned factors predicted affective empathy. As for<br/>prosocial behaviors, age and gender differences were observed. Also, affective empathy and<br/>cognitive empathy significantly predicted prosocial behaviors. While there was no significant<br/>moderation effect among factors, there was a significant mediation effect, particularly with<br/>cognitive empathy significantly mediating the relation between theory-of-mind and prosocial behaviors.<br/><br/>Study 2 looked into other factors that could predict affective empathy. The same variables<br/>were posited, except that theory-of-mind was replaced with attachment. A total of 87 children<br/>(forming a subset of the 223 children in Study 1), together with their respective mothers<br/>participated. The recorded affective empathy, cognitive empathy and prosocial scores of the<br/>children were again used as source of data. The mothers, on the other hand, completed the<br/>Attachment Q-sort (ASQ) version 3.0 of Walters and Deane (1995), where they had to sort<br/>ninety (90) behavioral descriptions into nine piles from least descriptive to most descriptive.<br/>Results showed that lower dependency attachment predicted affective empathy, but not<br/>cognitive empathy. Age differences were again observed in cognitive empathy, but not in<br/>affective empathy. Also, both affective empathy and cognitive empathy significantly predicted<br/>prosocial behaviors. In addition, secure attachment also directly predicted prosocial behaviors.<br/>As for moderation effects, cognitive empathy moderated the effects of secure attachment on<br/>prosocial behaviors. As for mediation effects, affective empathy significantly mediated the<br/>relation of dependency attachment and prosocial behaviors.<br/><br/>Differences in development between affective empathy and cognitive empathy can be<br/><br/>inferred from the study's finding that each had different predictors, i.e. while age and theory-of-<br/>mind predicted cognitive empathy, lower dependency attachment predicted affective empathy.<br/><br/>The mediation analysis also clarified the linkage between empathy and prosocial behaviors.<br/>With this, a dual-process system could be inferred where on the one hand, theory-of-mind<br/>directly influenced cognitive empathy, which then influenced the display of prosocial behaviors<br/>while on the other hand, lower dependency attachment influenced affective empathy, which<br/>then influenced the display of prosocial behaviors. <br/> |
| 650 10 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Empathy in children |
| 650 20 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Preschool children |
| General subdivision |
Psychology |
| 650 20 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Prosocial behavior in children |
| 650 20 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Child development |
| Geographic subdivision |
Philippines |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=94a9e9f0569a3b5047f2be9d1b10e332">http://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=94a9e9f0569a3b5047f2be9d1b10e332</a> |
| Public note |
Abstract |
| 856 40 - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=7811e2007f916c9df9ea0fbce4ccf11b">http://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=7811e2007f916c9df9ea0fbce4ccf11b</a> |
| Public note |
Table of Contents |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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Library of Congress Classification |
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No |
| Koha item type |
Thesis and Dissertation |
