Longitudinal Study on Multi-Dimensional Empathy in Junior High School Students

Abstract

Annual changes in the development of multi-dimensional empathy in junior high school students were examined through assessments conducted at three time points. The longitudinal data were analyzed using estimates of missing data, and a repeated measures design test using the Full Information Maximum Likelihood method. Differences in mean values at the three time points and correlations among the assessment points were examined. Results indicated that Personal Distress and Empathic Concern were the highest in the first grade, followed by that in the third and second grades, respectively. Perspective-Taking was the highest in the third grade, followed by that in the second and first grades, respectively. Fantasy decreased in the second grade as compared to that in the first grade, and it increased in the third grade as compared to that in the first grade. It is concluded that the developmental trajectory of multi-dimensional empathy in early adolescence differs for the different aspects of empathy.