Dimensiones de Empatía en Estudiantes de Psicología

  1. Suriá Martínez, Raquel 1
  2. Navarro Ferris, Juan Carlos 2
  3. Samaniego Gisbert, Juan Andrés 2
  1. 1 Universidad de Alicante (España)
  2. 2 Centro de Salud Integral de Alicante (España)
Revista:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776 2340-924X

Año de publicación: 2021

Título del ejemplar: June 2021 Early View

Volumen: 9

Número: 1

Tipo: Artículo

DOI: 10.32457/EJPAD.V9I1.1405 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European Journal of Child Development, Education and Psychopathology

Objetivos de desarrollo sostenible

Resumen

The interest in examining personal constructs such as empathy may be relevant in psychology university students who will dedicate themselves professionally to the care of different groups, such as the elderly. This work analyzes whether empathy can differ according to sociodemographic variables such as age and sex of psychology university students. The sample is made up of 212 participants of different levels of training from Alicante and province. Of them, 64.6% were women and 35.4% were men, with a mean age of 22.34 (SD = 7.02). The instrument used was the Basic Empathy Scale (2006), abbreviated form, made up of 9 items in Likert-type format that analyzes cognitive and affective empathy. For this, an online questionnaire was created, hosted by Google, to which the participants answered voluntarily and anonymously. The results were statistically significant in Psychology students according to gender, age and training course. These data suggest that this ability can develop and evolve according to a multitude of personal variables, as well as contextual factors. These results help to understand the importance of delving into the possible empathy deficiencies of these future professionals and with it, encourage those students with these most deficient potentialities in order to promote their professionalism.

Referencias bibliográficas

  • Alcorta-Garza, A., González-Guerrero, J. F., Tavitas-Herrera, S. E., Rodríguez-Lara, F. J. y Hojat, M. (2005). Validación de la escala de empatía médica de Jefferson en estudiantes de medicina mexicanos. Salud Mental, 28(5), 57-63 http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-33252005000500057
  • Bueno-Moreno, M. R. B., Segura, M. D., y Torres, M. A. G. (2013). Entrenamiento en habilidades sociales en estudiantes universitarios de Magisterio de la especialidad de Educación Primaria: un estudio preliminar. Apuntes de Psicología, 31(1), 85-91. http://www.apuntesdepsicologia.es/index.php/revista/article/view/301
  • Calvo, A. J., González, R. y Martorell, M. C. (2001). Variables relacionadas con la conducta prosocial en la infancia y adolescencia: personalidad, autoconcepto y género. Infancia y Aprendizaje, 24(1), 95-111. https://doi.org/10.1174/021037001316899947
  • Caprara, G. V., Alessandri, G., y Eisenberg, N. (2012). Prosociality: the contribution of traits, values, and self-efficacy beliefs. Journal of Personality and Social Psychology, 102(6), 1289. https://psycnet.apa.org/doi/10.1037/a0025626
  • Carrasco, D., Bustos, A., y Díaz, V. (2012). Orientación empática en estudiantes de odontología chilenos. Revista Estomatológica Herediana, 22(3), 145-151.
  • Eisenberg, N., Cumberland, A., Guthrie, I. K., Murphy, B. C. y Shepard, S. A. (2005). Age changes in prosocial responding and moral reasoning in adolescence and early adulthood. Journal of Research on Adolescence, 15(3), 235-260. https://dx.doi.org/10.1111%2Fj.1532-7795.2005.00095.x
  • Eisenberg, N., Zhou, Q., y Koller, S. (2001). Brazilian adolescents' prosocial moral judgment and behavior: Relations to sympathy, perspective taking, gender‐role orientation, and demographic characteristics. Child Development, 72(2), 518-534. https://doi.org/10.1111/1467-8624.00294
  • Elliott, R., Bohart, A. C., Watson, J. C. y Greenberg, L. S. (2011). Empathy. Psychotherapy, 48(1), 43. https://psycnet.apa.org/doi/10.1037/a0022187
  • González-Serna, J. M. G., Serrano, R. R., Martín, M. S. M., y Fernández, J. M. A. (2014). Descenso de empatía en estudiantes de enfermería y análisis de posibles factores implicados. Psicología Educativa, 20(1), 53-60. https://doi.org/10.1016/j.pse.2014.05.007
  • Hojat, M., Gonnella, J. S., Nasca, T. J., Mangione, S., Vergare, M., y Magee, M. (2002). Physician empathy: definition, components, measurement, and relationship to gender and specialty. American Journal of Psychiatry, 159(9), 1563-1569. https://doi.org/10.1176/appi.ajp.159.9.1563
  • Hojat, M., Mangione, S., Nasca, T. J., Gonnella, J. S., y Magee, M. (2005). Empathy scores in medical school and ratings of empathic behavior in residency training 3 years later. The Journal of Social Psychology, 145(6), 663-672. https://doi.org/10.3200/socp.145.6.663-672
  • Inglés, C. J., Martínez-Monteagudo, M. C., García-Fernández, J. M., Valle, A., y Castejón, J. L. (2015). Perfiles de orientaciones de metas y autoconcepto de estudiantes de Educación Secundaria. Revista de Psicodidáctica, 20(1). http://hdl.handle.net/10810/48316
  • Jolliffe, D., y Farrington, D. P. (2006). Examining the relationship between low empathy and bullying. Aggressive Behavior: Official Journal of the International Society for Research on Aggression, 32(6), 540-550. https://doi.org/10.1002/ab.20154
  • Jolliffe, D., y Farrington, D. P. (2011). Is low empathy related to bullying after controlling for individual and social background variables?. Journal of Adolescence, 34(1), 59-71. https://doi.org/10.1016/j.adolescence.2010.02.001
  • Lladós, M. T. G. (2017). Empatía en estudiantes de medicina: estudio psicométrico, biométrico, de evolución y propuestas de intervención psicoeducativa (Doctoral dissertation, Universitat de Lleida).
  • Morgan, W. D. y Morgan, S. T. (2005). Cultivating attention and empathy. Mindfulness and Psychotherapy, 1, 73-90. https://psycnet.apa.org/record/2005-07373-004
  • Nunes, P., Williams, S., Sa, B., y Stevenson, K. (2011). A study of empathy decline in students from five health disciplines during their first year of training. Int J Med Educ, 2, 12-17. https://dx.doi.org/10.5116/ijme.4d47.ddb0
  • Olivar, R. R., y Soza, P. E. (2014). Comunicación prosocial en familias e hijos con discapacidad. Italian Journal of Special Education for Inclusion, 2(1), 13-21. https://ojs.pensamultimedia.it/index.php/sipes/article/view/352
  • Parra, G. D. J. y Cámara, R. M. (2017). Nivel de empatía médica y factores asociados en estudiantes de medicina. Investigación en Educación Médica, 6(24), 221-227. https://doi.org/10.1016/j.riem.2016.11.001
  • Preckel, K., Kanske, P., y Singer, T. (2018). On the interaction of social affect and cognition: empathy, compassion and theory of mind. Current Opinion in Behavioral Sciences, 19, 1-6. https://doi.org/10.1016/j.cobeha.2017.07.010
  • Price, S., Mercer, S. W., y MacPherson, H. (2006). Practitioner empathy, patient enablement and health outcomes: a prospective study of acupuncture patients. Patient Education and Counseling, 63(1-2), 239-245. https://doi.org/10.1016/j.pec.2005.11.006
  • Tiuraniemi, J., La ̈A ̈Ra ̈, R, Kyro, T., y Lindeman, S. (2011). Medical and psychology students’ self-assessed communication skills: A pilot study. Patient Education and Counseling, 83, 152-157. https://doi.org/10.1016/j.pec.2010.05.013
  • Ward, T., Keenan, T.y Hudson, S. M. (2000). Understanding cognitive, affective, and intimacy deficits in sexual offenders: A developmental perspective. Aggression and Violent Behavior, 5(1), 41-62. https://doi.org/10.1016/S1359-1789(98)00025-1