Tikkanen Lotta, Anttila Henrika, Pyhältö Kirsi, Soini Tiina, Pietarinen Janne
School of Applied Educational Science and Teacher Education, University of Eastern Finland, Joensuu, Finland.
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Front Psychol. 2022 Sep 30;13:978546. doi: 10.3389/fpsyg.2022.978546. eCollection 2022.
Having the ability to understand emotionally how other people feel and see things is an essential fabric for building and sustaining functional interpersonal relationships. Without such an ability, social interaction crumbles, engagement fails, and learning is eroded. Yet, empirical evidence on the relationship between study burnout and study engagement, and empathy between upper secondary school students is limited. We are tackling the challenge by exploring the association between empathy between peers and study engagement and study burnout among upper secondary school students. Two hundred and eighty upper secondary education students took part in our cross-sectional study. Structural equation modeling was used to analyze the association between empathy (i.e., cognitive and affective empathy), and study burnout and study engagement. The results showed that cognitive empathy contributed to affective empathy, which was further related to increased levels of study engagement, and decreased levels of cynicism, and sense of inadequacy. The role of cognitive empathy seemed to be more complicated: while cognitive empathy contributed directly to increased levels of cynicism, and inadequacy and decrease in study engagement, the indirect effects of cognitive empathy (through affective empathy) on cynicism and inadequacy were negative, and positive on study engagement. Neither of the empathy dimensions explained students' emotional exhaustion. The results indicate that merely teaching students to recognize and identify their peers' emotions is not sufficient to enhance study wellbeing, but they need to learn to share emotions and to tune into each other's emotions.
能够从情感上理解他人的感受和看待事物的方式，是建立和维持有效的人际关系的重要要素。没有这种能力，社会互动就会瓦解，参与度会降低，学习也会受到影响。然而，关于高中生学习倦怠与学习投入之间的关系以及同理心的实证研究证据有限。我们正在通过探索同伴之间的同理心与高中生学习投入和学习倦怠之间的关联来应对这一挑战。280名高中生参与了我们的横断面研究。采用结构方程模型分析同理心（即认知同理心和情感同理心）与学习倦怠和学习投入之间的关联。结果表明，认知同理心促进了情感同理心，情感同理心进而与学习投入水平的提高、玩世不恭和不足感水平的降低相关。认知同理心的作用似乎更为复杂：虽然认知同理心直接导致玩世不恭和不足感水平的提高以及学习投入的减少，但认知同理心（通过情感同理心）对玩世不恭和不足感的间接影响是负面的，对学习投入的间接影响是正面的。同理心的两个维度都无法解释学生的情绪耗竭。结果表明，仅仅教导学生识别和辨别同伴的情绪不足以提高学习幸福感，他们还需要学会分享情绪并与他人的情绪产生共鸣。
