Changing Kindergarten Teachers' Mindsets Toward Children to Overcome Compassion Fatigue.

Introduction: Kindergarten teachers who empathize with toddlers experience a great risk of burnout and emotional disturbance. This is referred to as compassion fatigue, in which teachers' empathy experience is reduced. This study proposed a moderated mediation model to identify the risks of compassion fatigue and its protective factors for developing evidence-based clinical interventions. Methods: In this cross-sectional study, self-report measures were administered to 1049 kindergarten teachers to observe their mindsets toward children, motivation for teacher empathy, job stress, social support, and compassion fatigue. The PROCESS macro (SPSS 23.0) was used to assess the moderated mediation model. Results: The results demonstrated that motivation for teacher empathy mediated the negative relationship between kindergarten teachers' mindsets toward children and compassion fatigue. Moreover, job stress and social support moderated the relationship between kindergarten teachers' mindsets toward children and motivation for teacher empathy. However, this effect was not observed in the negative relationship between kindergarten teachers' mindsets toward children and compassion fatigue. Conclusion: The proposed moderated mediation model was found to be valid. Furthermore, the study findings have practical implications for developing evidence-based interventions for addressing kindergarten teachers' compassion fatigue.

The validation of a Mandarin version of the Empathy Components Questionnaire (ECQ-Chinese) in Chinese samples.

Empathy involves both empathic ability and empathic motivation. An important topic has been how to measure empathic ability and motivation simultaneously in both clinical and non-clinical samples and across different cultures. The Empathy Components Questionnaire (ECQ) is a self-report questionnaire that measures empathic ability and motivation in a questionnaire. The current study aimed to validate the Mandarin Chinese version of the ECQ (ECQ-Chinese) in three Chinese samples. In study 1, a total of 538 Chinese participants (Sample 1) completed the ECQ-Chinese via an online survey, and existing measures of empathy and related constructs which were used for criterion validity. In study 2, a total of 104 participants (Sample 2) were recruited again from sample 1 and completed the ECQ-Chinese three weeks later to investigate test-retest reliability. In study 3, a further 324 participants (Sample 3) completed the ECQ-Chinese for confirmatory factor analysis. The results showed that the ECQ-Chinese has a good internal consistency reliability, split-half reliability, and criterion validity (Study 1), and a good test-retest reliability (Study 2). Further, Study 3 found that a 22-item ECQ-Chinese consisting of five subscales had a good construct validity, convergence validity and discriminate validity, demonstrating it to be a suitable tool for the measurement of empathic ability and motivation in Chinese samples and to carry out cross-cultural studies of empathy and its components.

The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation.

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

What Is the Mechanism Underlying the Interleaving Effect in Category Induction: An Eye-Tracking and Behavioral Study.

Interleaved practice (i.e., exemplars from different categories are intermixed within blocks) has been shown to enhance induction performance compared to blocked practice (i.e., exemplars from the same category are presented sequentially). The main aim of the present study was to examine explanations of why interleaved practice produces this benefit in category induction (known as the interleaving effect). We also evaluated two hypotheses, the attention attenuation hypothesis and the discriminative-contrast hypothesis, by collecting data on participants' fixation on exemplars, provided by eye-tracking data, and manipulating the degree of discriminative-contrast. In Experiments 1 and 2, participants were instructed to learn the style of 12 new artists in blocked and interleaved practice in fixed-paced and self-paced learning conditions, respectively. We examined fixation durations for six positions (temporal sequence of exemplars presented in each block) using eye-tracking. The results of the two experiments, based on eye-tracking data, suggested that attention attenuation may not be the primary mechanism underlying the interleaving effect in category induction. In Experiment 3, we manipulated the degree of discriminative-contrast to examine the impact on the interleaving effect in category induction. The results showed that the main effect of the degree of discriminative-contrast was significant, and performance in the high-contrast condition was significantly better than those in the medium-contrast and low-contrast conditions. Thus, the current results support the discriminative-contrast hypothesis rather than the attention attenuation hypothesis.