抄録
The present study investigated how adolescents develop empathy in school environments. Empathy
was defined as the psychological capacity to: (a) share the emotional state of another (emotional
sharing; ES); and (b) identify with the other by adopting his/her perspective (perspective taking; PT).
We predicted that adolescents’ PT would be affected by peer influence and teacher encouragement,
while ES would not. Moreover, peer influence toward adolescents’ PT would be compensated for by
teacher encouragement. We conducted a two-wave longitudinal survey (total N = 237). The results
showed that: (a) adolescents’ ES was promoted by rigorous teacher encouragement; and (b) the effect
of peer relationships on adolescents’ PT was complemented by teacher mentoring on daily life and
learning. This study suggests other environmental factors (i.e., teacher encouragement) complemented
peer influence.
https://ror.org/04chrp450 
