Department of Science Education, University of Burgos, Castile and León, Spain.
Department of Health Sciences, University of Burgos, Castile and León, Spain.
PLoS One. 2019 Apr 18;14(4):e0215569. doi: 10.1371/journal.pone.0215569. eCollection 2019.
Numerous interventions propose mindfulness training as a means of improving empathy. Our aim is to analyse the relationship between mindfulness practice and empathy through the mediating process of trait mindfulness. This sample comprised 264 undergraduate students ([Formula: see text], SD = 11,39). The instruments used were Five Facet Mindfulness Questionnaire and Toronto Empathy Questionnaire. The indirect effect was calculated using 10.000 bootstrap samples for the bootstrap confidence intervals corrected for bias. Empathy improvement is mediated by changes in the cognitions derived from mindfulness (B = .346, p<.01). The direct effect of mindfulness practice on empathy disappears in presence of this mediator (B = .133, p>.05). Mindfulness interventions that aim to improve empathy should focus on three of its components; observing, describing and nonreactivity to inner experience. Given the significance of the results, the research must be extended to larger samples.
许多干预措施都提出正念训练是提高同理心的一种手段。我们的目的是通过特质正念的中介过程来分析正念实践和同理心之间的关系。该样本包括 264 名本科生([Formula: see text]，SD=11.39)。使用的工具是五因素正念问卷和多伦多同理心问卷。使用 10000 个自举样本计算自举置信区间的间接效应，以纠正偏差。同理心的改善是通过正念产生的认知变化来中介的(B=.346，p<.01)。在存在这种中介的情况下，正念实践对同理心的直接影响消失了(B=.133，p>.05)。旨在提高同理心的正念干预应该集中在同理心的三个组成部分上；观察、描述和对内在体验的无反应。鉴于结果的重要性，必须将研究扩展到更大的样本。
