Kalliopuska M
University of Helsinki, Finland.
Psychol Rep. 1992 Dec;71(3 Pt 1):747-53. doi: 10.2466/pr0.1992.71.3.747.
215 school children aged 9 to 12 yr. were grouped according to their helping behaviour. The following variables were measured: helping, empathy, altruism, morality, attribution of responsibility, cognitive readiness to help, willingness to help, social desirability, and abstract thinking. In a factor analysis age and sex were included. Five factors were extracted and interpreted: empathetic helping, socially desirable helping, cognitive helping, intentionality, and rational helping. According to grouping analysis these five factors were weighted differently, and three groups were identified, (1) real helpers with high empathy, altruism, morality, and cognitive readiness to help, (2) normative helpers, motivated by social desirability or cognitive factors with poor empathy level, and (3) cognitively premature, rational helpers with poor empathy and with weak social desirability.
215名9至12岁的学童根据他们的助人行为进行了分组。测量了以下变量：助人行为、同理心、利他主义、道德、责任归因、助人的认知准备、助人意愿、社会赞许性和抽象思维。在因素分析中纳入了年龄和性别。提取并解释了五个因素：同理心助人、社会赞许性助人、认知性助人、意向性和理性助人。根据分组分析，这五个因素的权重不同，并确定了三组：（1）具有高同理心、利他主义、道德和助人认知准备的真正助人者；（2）受社会赞许性或认知因素驱动、同理心水平低的规范性助人者；（3）认知早熟、理性的助人者，同理心差且社会赞许性弱。
