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Differences of cognitive and affective empathy by participant roles in bullying among 5th and 6th grade Korean children

  • THE KOREAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
  • 2013, 26(4), pp.1-20
  • Publisher : The Korean Society For Developmental Psychology
  • Research Area : Social Science > Psychological Science

Ghim, Hei-rhee 1

1충북대학교

Accredited

ABSTRACT

This study examined the differences in cognitive and affective empathy in six types of participant roles in bullying. Cognitive and affective empathy was measured using three self-report questionnaires on empathy, Korean version of EQ-C (Cha, et al., 2011), BEI (Bryant, 1982), and IRI (Davis, 1983), on a sample of 299 Korean children in the fifth and sixth grade. Based on the results of a peer nomination questionnaire on participant roles (Sutton & Smith, 1999), the children were assigned to one of six roles: “bullies,” “reinforcers,” “assistants,” “defenders,” “outsiders,” and “victims.” It was found that affective empathy scores were higher for defenders than for victims, outsiders, assistants, and reinforcers, whereas cognitive empathy scores were higher for defenders than for victims, but were not higher than those for outsiders, assistants, and reinforcers. The results demonstrated that defenders displayed both aspects of empathy, affective and cognitive, but victims displayed neither. In contrast, bullies displayed cognitive but not affective empathy.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.