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Abstract(s)
A empatia é um construto socioemocional, responsável pela promoção de comportamentos prossociais e prevenção e inibição de comportamentos agressivos, contribuindo para o combate à indiferença social face a situações desafiadoras do quotidiano (Eisenberg & Fabes, 1990; Hortensius & de Gelder, 2018; Kohen, Langdon, & Riches, 2019). O presente estudo tem como objetivo caracterizar uma amostra de crianças do quarto ano do 1º ciclo do ensino básico ao nível da sua empatia, assim como a sua relação com o género, com o intuito de contribuir para a adaptação do Heroic Imagination Project a crianças desta faixa etária. Participaram no estudo um total de 148 crianças, de ambos os sexos a frequentar o quarto ano de escolaridade. Para a realização do projeto foi utilizada a Escala de Avaliação da Empatia (Zoll & Enz, 2010) validada e adaptada para a população portuguesa (Veiga & Santos, 2011). Os resultados obtidos demonstram que as crianças reportam níveis superiores de empatia afetiva comparativamente à empatia cognitiva. Não foram encontradas diferenças ao nível da empatia afetiva e cognitiva em função do género.
Empathy is a socio-emotional construct responsible for the promotion of prosocial behaviours and the prevention and inhibition of aggressive behaviours, contributing to combat social indifference in the face of challenging situations of daily life (Eisenberg & Fabes, 1990; Hortensius & de Gelder, 2018; Kohen, Langdon, & Riches, 2019). This project aims to characterize a sample of fourth graders of primary school at the level of their empathy, as well as their relationship with gender, in order to contribute to the adaptation of the Heroic Imagination Project to children of this age group. 148 children of both sexes and attending the fourth grade participated in the study. An instrument was used to carry out the project: the Scale to Assess Empathy (Zoll & Enz, 2010), validated and adapted for the Portuguese population (Veiga & Santos, 2011). The results show that the children report higher levels of affective empathy in comparison with cognitive empathy.
Empathy is a socio-emotional construct responsible for the promotion of prosocial behaviours and the prevention and inhibition of aggressive behaviours, contributing to combat social indifference in the face of challenging situations of daily life (Eisenberg & Fabes, 1990; Hortensius & de Gelder, 2018; Kohen, Langdon, & Riches, 2019). This project aims to characterize a sample of fourth graders of primary school at the level of their empathy, as well as their relationship with gender, in order to contribute to the adaptation of the Heroic Imagination Project to children of this age group. 148 children of both sexes and attending the fourth grade participated in the study. An instrument was used to carry out the project: the Scale to Assess Empathy (Zoll & Enz, 2010), validated and adapted for the Portuguese population (Veiga & Santos, 2011). The results show that the children report higher levels of affective empathy in comparison with cognitive empathy.
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Keywords
Empatia afetiva Empatia cognitiva 1º ciclo do ensino básico Comportamentos prossociais Affective empathy Cognitive empathy Primary school Prosocial behaviours