Categories of training to improve empathy: A systematic review and meta-analysis.

IF 17.3 1区 心理学 Q1 PSYCHOLOGY Psychological bulletin Pub Date : 2024-10-01 DOI:10.1037/bul0000453
Xiao Wu,Su-Chen Yao,Xue-Jing Lu,Yu-Qing Zhou,Ya-Zhuo Kong,Li Hu
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Abstract

Due to the vital role of empathy in promoting prosocial behaviors and nurturing social bonds, there is a growing interest in cultivating empathy. Yet, the effectiveness of existing training methods on empathy, especially on different dimensions of empathy (i.e., affective, cognitive, motivational, and behavioral empathy), varies tremendously, and the underlying causes for this heterogeneity remain insufficiently explored. To address this issue, we categorized various training methods into three distinct approaches based on the premise that empathy can be influenced by factors associated with the subject, the object, and their relationship. Respectively, these are Subject-Oriented, Object-Oriented, and Socially Oriented approaches. To examine the effects of training and sustainability of these approaches on different dimensions of empathy, we conducted a meta-analysis encompassing 110 eligible studies with 32, 44, 39, 39, and 91 samples for affective, cognitive, motivational, behavioral, and composite empathy, respectively. Results showed that trainings produced small and unsustainable effects on affective empathy, moderate and unsustainable effects on cognitive empathy, small and sustainable effects on motivational empathy, and moderate and sustainable effects on behavioral empathy. The effects of training on composite empathy were robust but decreased over time. Among the three training approaches, Socially Oriented approaches were the most effective in improving all dimensions of empathy. Subject-Oriented and Object-Oriented approaches were effective only in improving cognitive and composite empathy. Altogether, our study offers practical guidance for selecting appropriate training approaches and proposes theoretical principles for developing optimal training strategies in both basic research and clinical applications. (PsycInfo Database Record (c) 2024 APA, all rights reserved).
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提高移情能力的培训类别:系统回顾和荟萃分析。
由于移情在促进亲社会行为和培养社会纽带方面的重要作用,人们对培养移情的兴趣与日俱增。然而,现有的移情训练方法,尤其是在移情的不同维度(即情感移情、认知移情、动机移情和行为移情)上的效果差异巨大,而造成这种差异的根本原因仍未得到充分探究。为了解决这个问题,我们将各种训练方法分为三种不同的方法,其前提是移情会受到与主体、客体和它们之间关系相关的因素的影响。这三种方法分别是主体导向法、客体导向法和社会导向法。为了研究这些方法的培训和可持续性对移情不同维度的影响,我们进行了一项荟萃分析,涵盖了 110 项符合条件的研究,分别有 32、44、39、39 和 91 个样本,涉及情感、认知、动机、行为和综合移情。结果表明,培训对情感移情产生了微小且不可持续的影响,对认知移情产生了中等且不可持续的影响,对动机移情产生了微小且可持续的影响,对行为移情产生了中等且可持续的影响。培训对综合移情的影响是稳健的,但会随着时间的推移而减弱。在这三种训练方法中,社会导向方法在提高移情的所有维度上都是最有效的。面向主体和面向客体的方法只在改善认知移情和综合移情方面有效。总之,我们的研究为选择合适的训练方法提供了实际指导,并为基础研究和临床应用中制定最佳训练策略提出了理论原则。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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来源期刊
Psychological bulletin
Psychological bulletin 医学-心理学
CiteScore
33.60
自引率
0.90%
发文量
21
期刊介绍: Psychological Bulletin publishes syntheses of research in scientific psychology. Research syntheses seek to summarize past research by drawing overall conclusions from many separate investigations that address related or identical hypotheses. A research synthesis typically presents the authors' assessments: -of the state of knowledge concerning the relations of interest; -of critical assessments of the strengths and weaknesses in past research; -of important issues that research has left unresolved, thereby directing future research so it can yield a maximum amount of new information.
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