Gutiérrez Sanmartín Melchor, Escartí Carbonell Amparo, Pascual Baños Carminal
Facultad de Psicología, Universidad de Valencia, Valencia, Spain.
Psicothema. 2011 Feb;23(1):13-9.
The aim of this study was, on the one hand, to present/display the Spanish version of diverse instruments that assess Empathy, Prosocial behavior, Aggressiveness, Self-efficacy and Personal and social responsibility, and, on the other hand, to analyze which of these variables could predict responsibility. Participants were 822 pupils, ages 8 to 15 years, who studied in 11 educational centres of the Valencian Community. Measures include Spanish versions of the Index of Empathy for Children and Adolescents, Prosocial Behaviour, and Physical and Verbal Aggression, the Multidimensional Scale of Perceived Self-Efficacy, and the Contextual Self-Responsibility Questionnaire. Through structural equation modelling (SEM), the results showed positive relationships between Prosocial behaviour, Empathy, Self-efficacy, and Responsibility; and negative relationships between Aggressiveness and Responsibility. The results and implications for education are discussed.
本研究的目的，一方面是展示/呈现评估同理心、亲社会行为、攻击性、自我效能感以及个人和社会责任的多种工具的西班牙语版本，另一方面是分析这些变量中哪些能够预测责任感。参与者为822名年龄在8至15岁之间的学生，他们就读于巴伦西亚自治区的11个教育中心。测量工具包括儿童青少年同理心指数、亲社会行为、身体和言语攻击的西班牙语版本，自我效能感多维量表，以及情境自我责任问卷。通过结构方程模型（SEM），结果显示亲社会行为、同理心、自我效能感和责任感之间存在正相关关系；攻击性与责任感之间存在负相关关系。文中讨论了研究结果及其对教育的启示。
