教师的共情偏好：自我判断与学生判断的一致性研究

Empathy Bias in Teaching:Teachers' Self-judgment and Students' Judgment on Empathy

根据教师对共情的自我判断与不同类型学生对其共情判断的一致性,检验Hoffman提出共情偏好的假设。教师对共情的自我判断采用Davis的人际反应指数(IRI)量表的观点采择与共情关注两个分量表,而学生的判断则运用上述量表改编的他人评定量表。调查了450名学生和与其配对的30名教师,结果发现:(1)改编的他人评定量表在结构上与自评量表保持一致。(2)在共情量表及观点采择与共情关注分量表的得分上,教师的自我判断均显著高于各类学生的判断。(3)在共情总分与观点采择分量表上,中等生对教师共情的判断显著低于学优生及后进生。研究结果显示,教师共情存在偏好,围绕共情偏好的相关问题进行了讨论。

On the basis of consistency between teachers＇ self- judgment and the different types of students＇ judgment on empathy, the present paper tests the hypothesis proposed by Hoffman on empathy bias in teachers. The subscales, perspective- taking and empathic concern, from the Interpersonal Reaction Index developed by Davis, are used to test 30 teachers. Whereas, the revised version is used to test 450 students. Results are consistent with the hypothesis, namely there is empathy bias in teaching.