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| 005 | 20250404134837.0 | ||
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| 008 | 250403e2019 ph ||||| |||| 00| 0 eng d | ||
| 040 | _cCommission on Higher Education | ||
| 100 | 1 | _aParcon, Apryl Mae C. | |
| 245 | 1 | 4 |
_aThe developmental trajectories of affective empathy, cognitive, empathy, and prosocial behaviors among Filipino preschool children _c / Apryl Mae C. Parcon |
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_aDiliman, Quezon City _b : University of the Philippines Diliman _c,2019. |
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_a[xii],168 leaves _c27 x 21cm. |
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| 500 | _aDissertation (Doctor of Philosophy in Psychology) -- University of the Philippines Diliman, January 2019 | ||
| 520 | 3 | _aThis research aimed to investigate possible developmental trajectories of affective empathy, cognitive empathy, and prosocial behaviors among Filipino preschool children. In Study 1, the main factors, which were posited to significantly predict cognitive and affective empathy were: age, gender, and theory-of-mind. For the prosocial behaviors, the same variables were examined (i.e., age, gender, and theory-of-mind), with the addition of affective empathy and cognitive empathy. Moderation and mediation effects were also examined. A total of 223 preschool children, with ages ranging from 3 to 6.6 years old (M=4.34, SD=.63) participated in Study 1. Each child individually went through different tasks with the researcher. Theory-of-mind was measured through false-belief task. As for the measure of empathy, each child watched three short clips with different emotions (i.e., happy, sad, or angry emotion). To measure affective empathy, their facial expressions were recorded as they watched the clip, and then scored according to the degree of match between the emotion of the characters in the clip and the children's facial expressions. To measure cognitive empathy, children were interviewed regarding the clip that they watched, and their responses were scored according to their understanding of the emotions of the characters in the clips. Prosocial behaviors were measured in two ways: the latency by which the child would help in picking up the crayons that fell on the floor and the degree to which the child would comfort the researcher who hurt herself with the clipboard. Regression analysis showed that only age and theory-of-mind predicted cognitive empathy, while none of the aforementioned factors predicted affective empathy. As for prosocial behaviors, age and gender differences were observed. Also, affective empathy and cognitive empathy significantly predicted prosocial behaviors. While there was no significant moderation effect among factors, there was a significant mediation effect, particularly with cognitive empathy significantly mediating the relation between theory-of-mind and prosocial behaviors. Study 2 looked into other factors that could predict affective empathy. The same variables were posited, except that theory-of-mind was replaced with attachment. A total of 87 children (forming a subset of the 223 children in Study 1), together with their respective mothers participated. The recorded affective empathy, cognitive empathy and prosocial scores of the children were again used as source of data. The mothers, on the other hand, completed the Attachment Q-sort (ASQ) version 3.0 of Walters and Deane (1995), where they had to sort ninety (90) behavioral descriptions into nine piles from least descriptive to most descriptive. Results showed that lower dependency attachment predicted affective empathy, but not cognitive empathy. Age differences were again observed in cognitive empathy, but not in affective empathy. Also, both affective empathy and cognitive empathy significantly predicted prosocial behaviors. In addition, secure attachment also directly predicted prosocial behaviors. As for moderation effects, cognitive empathy moderated the effects of secure attachment on prosocial behaviors. As for mediation effects, affective empathy significantly mediated the relation of dependency attachment and prosocial behaviors. Differences in development between affective empathy and cognitive empathy can be inferred from the study's finding that each had different predictors, i.e. while age and theory-of- mind predicted cognitive empathy, lower dependency attachment predicted affective empathy. The mediation analysis also clarified the linkage between empathy and prosocial behaviors. With this, a dual-process system could be inferred where on the one hand, theory-of-mind directly influenced cognitive empathy, which then influenced the display of prosocial behaviors while on the other hand, lower dependency attachment influenced affective empathy, which then influenced the display of prosocial behaviors. | |
| 650 | 1 | 0 | _aEmpathy in children |
| 650 | 2 | 0 |
_aPreschool children _xPsychology |
| 650 | 2 | 0 | _aProsocial behavior in children |
| 650 | 2 | 0 |
_aChild development _zPhilippines |
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_uhttp://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=94a9e9f0569a3b5047f2be9d1b10e332 _zAbstract |
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_uhttp://181.215.242.15162.72.45.86/cgi-bin/koha/opac-retrieve-file.pl?id=7811e2007f916c9df9ea0fbce4ccf11b _zTable of Contents |
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