2014 25 4 399 411 1 2 4 6 546 1 3 646 6 2 4 empathy 1986 Davis, 1994 Davis, 1994 Davis 1983 Interpersonal Reactive IndexIRI 1 2 1988 1999 IRI 2003 IRI 2009 IRI IRI 2008 Davis 1994 IRI 2009; 2008 Jabbi, Swart, & Keysers, 2007; Saliquist, Eisenberg, Spinrad, Eggum, & Gaertner, 2009 2008 Davis
400 25 4 1994 IRI Eisenberg 1986 2008 3 Baron-Cohen & Wheelwright, 2004; 2011 2008 Cognitive and Emotional Empathy Scale for ChildrenCEES-C 2008 2008 2011 2008 3 Baron-Cohen & Wheelwright 2004 2011 2011 2011 2011 2011 2008 2011 4 2008 2 6 2011 Lennon & Eisenberg 1987 CEES-C Piaget, 1932/1965 Selman, 1980 Crone & Dahl, 2012 Hoffman, 2000 Hawk et al., 2013; Karniol, Gabey, Ochion, & Harari, 1998 1987; Lennon & Eisenberg, 1987; Hawk et al., 2013; Karniol et al., 1998
401 Eisenberg & Miller 1987 Miller & Eisenberg 1988 Feshbach 1978 Davis 1994 2011 2011 2011 2011 CEES-C 2011 2011 Selman, 1980 CEES-C 3 6 5 6 572 2 1 2 3 670 546 646 1192 5 282 149 133 6 264 129 135 1 207 86 117 4 2 235 112 119 4 3 204 96 108 EA 145 EB 50 EC 159 ED 192 MA 269 MB 377 136 5 64 6 72 62 1 18 2 26 3 18 3 2010 6 10 2010 9 Cognitive and Emotional Empathy Scale for ChildrenCEES-C 2008 2011 2011
402 25 4 4 2011 2011 4 5 4 3 2 1 5 1986 5 CEES-C 2009 IRI 4 5 CEES-C CEES-C IRI 2011 1999 2005 5 CEES-C 2005 4 2005 2008 CEES-C 1984 2 CEES-C 1990 4 3 2009 5 5 EA [1] [4] [5] [7] [8] EB [1] [3] EC [1] [5] ED [1] [2] [6] 4 MA [1] [4] [7] [8] MB [1] [2] [3] [6] 2 20 IBM SPSS Statistics ver. 21.0 Amos ver.19.0 CEES-C 1 10.83 1.93 1.31 1.11 0.96 0.77... 6 Promax Table 1 1 2 3 4 Eisenberg 1982 5 Crick 1996
403 Table 1 F1 F2 F3 F4 F5 F6.89.07.05.05.02.06.81.03.03.06.09.03.74.01.08.00.02.04.40.00.05.00.31.06.03.91.07.09.02.04.02.91.06.10.01.06.01.72.01.09.04.09.03.61.03.22.07.10.05.02.81.08.09.02.03.04.73.08.03.05.04.06.73.05.03.04.01.14.53.24.00.09.02.07.02.88.01.05.00.09.12.82.05.07.05.04.11.61.00.09.02.10.24.40.02.15.02.03.02.11.84.12.01.04.06.02.81.06.06.06.13.07.77.11.18.26.07.01.56.08.01.04.03.08.02.85.02.04.04.09.00.64.04.12.05.20.08.50.00.33.03.02.08.41 F2.52 F3.49.71 F4.51.68.64 F5.69.67.62.65 F6.41.73.58.74.64
404 25 4 Table 2 M SD α 3.54 0.96.84.56 3.55 0.90.65.87.62 3.57 1.05.48.61.89.62 3.92 0.90.43.61.71.83.65 3.10 1.00.47.58.66.56.84.65 3.94 0.84.47.59.61.67.59.82.56 p.01 4 5 6 CEES-C 6 χ 237 2 1105.80 p.05 GFI.92 AGFI.90 CFI.95 RMSEA.05 6 6 BCC BCC 1735.90 1714.43 χ 492 2 1498.43 p.05 GFI.90 AGFI.88 CFI.94 RMSEA.04 Table 1 Table 2 α α.82.89 Table 2 3 r.56.65 α Table 3 α.72.92 Table 3 CEES-C CEES-C IRI CEES-C Table 3 CEES-C CEES-C IRI IRI CEES-C IRI CEES-C IRI
405 Table 3 α IRI n 569 427 427 427 427 414 427 427 569 5 5 5 5 5 5 4 4 2 M 3.47 3.67 2.98 3.37 2.75 3.23 2.92 3.20 0.43 SD 0.79 0.71 1.02 0.73 0.91 1.03 0.60 0.60 0.18 α.73.82.87.73.85.92.82.73.72 r pr r pr r pr r pr r pr r pr r pr r pr r pr.30.02.45.06.25.19.36.03.02.04.50.08.41.02.42.15.02.01.44.08.68.34.16.10.58.19.05.08.60.16.58.36.46.18.01.04.50.09.52.06.22.06.60.13.12.03.67.27.41.04.39.09.07.06.49.13.61.20.17.02.55.07.13.05.60.11.40.02.39.07.04.02.52.20.56.12.27.14.66.32.20.17.53.07.32.03.22.14.04.02.44.03.61.20.17.02.55.11.14.04.57.09.37.03.35.06.07.06 1 r pr 2 p.01 p.05 CEES-C IRI CEES-C CEES-C CEES-C Table 3 6 6 CEES-C CEES-C 2 5 2 Table 4 F[1, 1174] 44.86 p.01 η 2.04F[1, 1174] 71.30 p.01 η 2.06F[1, 1174] 84.96 p.01 η 2.07F[1, 1174] 30.21 p.01 η 2.03F[1, 1174] 98.48 p.01 η 2.08F[1, 1174] 37.81 p.01 η 2.03 F[4, 1174] 4.27 p.01 η 2.01 5 3.01 α.81.88.85
406 25 4 Table 4 5 6 1 2 3 n 149 133 129 135 86 117 112 119 96 108 M 3.25 3.49 3.23 3.81 3.51 3.67 3.33 3.77 3.51 3.94 SD 0.930.95 1.090.79 0.960.91 1.000.88 1.040.84 M 3.34 3.74 3.33 3.87 3.31 3.55 3.26 3.76 3.39 3.88 SD 0.930.95 1.030.70 0.800.88 0.870.82 0.960.73 M 3.32 3.83 3.28 3.90 3.31 3.75 3.16 3.86 3.34 3.81 SD 1.111.04 1.260.87 0.990.95 0.930.89 0.961.00 M 3.79 4.11 3.67 4.13 3.89 3.99 3.70 3.99 3.80 4.06 SD 0.960.92 1.150.72 0.830.81 0.870.91 0.810.75 M 2.77 3.26 2.76 3.37 2.84 3.32 2.75 3.37 3.00 3.53 SD 1.051.07 1.120.93 0.980.87 0.870.86 0.930.86 M 3.80 4.09 3.78 4.26 3.83 4.03 3.70 3.94 3.82 4.10 SD 0.990.93 0.990.67 0.860.68 0.840.71 0.660.72 Table 5 n 414 414 414 145 145 145 269 269 269 3 5 5 3 5 5 3 5 5 M 2.27 2.18 2.19 2.20 1.77 1.79 2.31 2.41 2.42 SD 0.39 1.04 1.06 0.40 0.83 0.92 0.39 1.08 1.07.47.15.14.55.24.30.41.18.12.44.25.22.50.36.27.39.28.26.38.21.21.43.35.36.35.16.14.34.22.24.32.38.42.35.19.18.27.15.16.30.33.29.24.12.16.43.17.19.49.34.37.40.12.12 p.01 p.05 Table 5 CEES-C Table 5 CEES-C CEES-C Table 5 z 1.76 p.10 z 1.96 p.05 z 2.00 p.05 z 2.14 p.05
407 Table 6 n 145 145 145 269 269 269.28.16.41.29.28.26.33.39.22.26 R 2.33.22.20.22.08.07 1 1 0 2 p.01 z 2.25 p.05 z 1.82 p.10 z 2.27 p.05 z 2.56 p.05 z 2.58 p.05 CEES-C Table 6 χ 16 2 20.13 p.05 GFI.97 AGFI.91 CFI 1.00 RM- SEA.04 χ 18 2 21.48 p.05 GFI.98 AGFI.95 CFI 1.00 RMSEA.03 β.41 β.22 β.29 β.26 β.28 β.33 β.28 β.16 β.39 β.26 CEES-C 3 CEES-C 6 CEES-C 6 2011 2011 4 2011 2011 3 2011
408 25 4 Smith 2000 2005 CEES-C CEES-C α.80 3.50 CEES-C CEES-C IRI IRI CEES-C IRI IRI IRI CEES-C Lennon & Eisenberg, 1987 Selman, 1980 Hoffman, 2000 Hawk et al., 2013; Karniol et al., 19981987; Lennon & Eisenberg, 1987; Hawk et al., 2013; Karniol et al., 1998 Hoffman 2000 Selman 1980 Selman, 1980 Eisenberg 1986 Eisenberg 1986 2011 2011 Feshbach 1978 2011
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411 Murakami, Tatsuya Graduate School of Comprehensive Human Sciences, University of Tsukuba, Research Fellow of the Japan Society for the Promotion of Science, Nishimura, Takuma Faculty of Human Sciences, University of Tsukuba & Sakurai, Shigeo Faculty of Human Sciences, University of Tsukuba. Relation between Cognitive/Emotional Empathy and Prosocial and Aggressive Behaviors in Elementary and Middle School Students. THE JAPANESE JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2014, Vol.25, No.4, 399 411. This research examined the reliability and validity of the Cognitive and Emotional Empathy Scale for Children CEES-C and investigated differences by gender and grade level in empathy. It also examined the relationship between empathy and prosocial and aggressive behavior among Japanese elementary and middle school students. Participants were 546 elementary school children grades 4 6 and 646 middle school students. Factor analysis of the CEES-C revealed six factors. Cognitive empathy was comprised by two factors: sensitivity to others emotions sensand perspective-taking pt. Emotional empathy involved four factors: sharing of others positive emotions sp,sharing of others negative emotions sn,good feelings toward others positive emotions g f, and sympathy for others negative emotions sym. Among both elementary and middle school students, sens and sym had a positive relationship with prosocial behavior. In addition, for upper division elementary school students, g f had a negative relationship with aggressive behavior. Finally among middle school students pt had a negative relationship with aggressive behaviors. Keywords Empathy, Prosocial behavior, Aggressive behavior, Elementary school students, Middle school students 2014.2.5 2014.9.19