• The Journal of the Korea Contents Association
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• v.17 no.6
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• pp.142-152
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• 2017

Previous multi-cultural education on elementary school students has focused on improving negative perceptions on multi-culture rather than enhancing morality among student, thus the outcomes seem to be not successful as intended. The purpose of this study is to examine the relationship between multi-cultural acceptance and pro-social behavior and to investigate the role of empathy as mediator in the relationships between these two variables. A convenience sample of 457 elementary school students in I city of Kyeonggi-do was employed. Results showed that multi-cultural acceptance was significantly associated with pro-social behavior and empathy had partially mediated the relationship between multi-cultural acceptance and pro-social behavior controlling for gender, grade, multi-cultural education. Findings suggest that multi-cultural education need to be incorporated into moral education course for improving pro-social behavior and empathy of students.

• Journal of Digital Convergence
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• v.15 no.4
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• pp.427-441
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• 2017

The purpose of this research is to examine the effect EVE about culture & art education and social tendencies have on adult educatees eliminating controlled mechanisms. Quantitative research on those in their 40s and 50s was executed. The results show that there is a high correlation between GEVE and individualism, REVE and collectivism. GEVE has a higher influence on actualization of self-efficiency, FEVE on reignition of retained desires, REVE on substantialization of non-isolation, individualism on actualization of self-efficiency, and collectivism on substantialization of non-isolation. This research evokes the importance of an interdisciplinary and integrated understanding of EVE in culture & art education, educatees' social tendencies, and their psychological mechanisms. Also, it suggests the necessity of following research and practical adaptation related to developing programs, securing quantitative and qualitative appropriateness reflecting social requirements, and operation, evaluation, and management considering reciprocality.

• Journal of the Health Care and Life Science
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• v.8 no.2
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• pp.95-104
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• 2020

This study was conducted in order to examine the effects of humanistic knowledge and empathy ability on cultural competence of nursing students. A convenience sample of 250 nursing students were recruited. The average scores were 2.50 for humanistic knowledge, 3.40 for empathy ability, and 3.33 for cultural competence. Humanistic knowledge had positive correlation with cultural competence. Also, the empathy ability was positively correlated with humanistic knowledge and cultural competence. Finally, cultural competence, empathy ability and level of academic score have shown to influence cultural competence. The research founds that humanistic knowledge, empathy ability and level of academic score influenced cultural competence of nursing students. Therefore, this study provides the basic information for improving the curriculum and quality of nursing for nursing students' cultural competency enhancement.

• Journal of the Korea Convergence Society
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• v.12 no.1
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• pp.231-242
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• 2021

The purpose of this study was to investigate the degree to which cyber counselors' psychological stress, Compassion fatigue and Compassion satisfaction affect exhaustion. 82 cyber counselors were surveyed, and 5 interviews were conducted. As a result of analysis to find out the degree of influence on exhaustion, it was found that Compassion satisfaction was a variable. In-depth interviews looked at the causes, consequences, and ways of overcoming exhaustion, and increased Compassion satisfaction, a positive emotion in the process of helping clients, lowers exhaustion, and shows that Compassion satisfaction is a protective factor to prevent exhaustion. Based on the research results, implications and limitations were discussed.

• Journal of The Korean Association For Science Education
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• v.39 no.2
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• pp.249-261
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• 2019

The purpose of this study is to extract empathy factor in scientists' problem-solving process and to examine how the empathy factor influences scientists' problem-solving situation. In this study, we selected six common persons among the scientists mentioned by creativity researchers. And through their autobiographies and biographies, we extracted elements of empathy from their case of problem-solving and categorized them. We analyzed cases from 12 books and 50 papers using Davis' empathy scale as an analysis framework and extracted common factors. As a result, the scientific empathy elements were extracted from a total of 182 cases, and 33 common elements were found. The validity of this case was verified through the content validity test of the science education specialist group. As a result, the I-CVI average was .86 and the S-CVI average was .90. For the empathy elements that scientists used in problem-solving cases, in cognitive empathy, three elements (empathy through other disciplines, empathy from the perspective of the research object, accommodating others' opinions) were extracted in terms of perspective-taking, and three elements (imagination thought experiment based on observation, thought experiment, feeling like part of object) in fantasy. And in affective empathy, three elements (influenced by fellow researchers' motivation, touching from the subject, excitement studying more) were extracted in terms of empathic concern and two elements (heartache for others' failure in their research, sensitivity to problems) in personal depression. This could not be said to be a perfect match for Davis' empathy, but it would be possible to define the scientific empathy elements based on these common elements found in the scientists' cases.

• Journal of the Korea Society of Computer and Information
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• v.25 no.1
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• pp.167-175
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• 2020

The purpose of this study was to investigate the activation strategies of the inclusive education by sharing information & communication and creating a social disability empathy culture through literature review so that students with disabilities who receive inclusive education in general schools can get along with good friends and participate actively in various school or class events. The results of this study were as follows. First, in terms of volunteer activities of students without disabilities, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Second, in terms of classroom management of classroom teachers, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Third, in terms of special education teachers' role, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. Fourth, in terms of school administrators and educational administration institutions, the meaning, role, and activation strategies of inclusive education support for fostering disability empathy culture are described. The results of this study would be used as basic data to spread the disability empathy culture and improve the quality of inclusive education for students with disabilities to have inclusive education in the information society and be integrated into the community successfully.

• The Journal of the Korea Contents Association
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• v.17 no.1
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• pp.402-411
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• 2017

To develop a more efficient computer-based empathy program that enables medical students to increase their empathy levels, and to test its applicability to medical students. We developed PACP (the Pain Assessment Computer Program) for measurement of medical students' levels of recognition of another's pain. An empathy questionnaire was administered to 145 medical students before and after the PACP. In the high empathy group, the scores for cognitive empathy increased significantly after completion of the PACP, while affective empathy scores showed no significant change. In contrast, in the low empathy group, both cognitive and affective empathy scores increased significantly after the PACP. The PACP effectively increased cognitive empathy for the high empathy group, and increased both cognitive and affective empathy, particularly for the low empathy group. Given the fact that existing empathy education programs are time-consuming and costly, and the demand for more efficient empathy education is high, the PACP as a useful tool can be applicable to medical students, particularly those with low empathy in order to enhance their empathic abilities within a short period of time.

• Journal of Digital Convergence
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• v.18 no.9
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• pp.211-219
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• 2020

This study was conducted to investigate the effects of communication competence and interpersonal understanding on empathy of nursing students who have experienced fundamental nursing skills course. The subjects of this study were 122 second-year nursing students in a university. Data were collected using a questionnaire from September to December 2018. The data were analyzed by descriptive statistics, correlations and hierarchical regression using the SPSS 22.0 program. Factors affecting empathy were active participation in the practice, communication skills, and understanding of interpersonal. Therefore, In order to improve the empathy of nursing students, it is necessary to introduce a step-by-step empathy education program into the curriculum that can contribute to establishing a device that can induce active participation in practice and contribute to communication and interpersonal relationships.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.7
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• pp.325-331
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• 2019

This study investigated the effect of pre service teacher's empathic ability on teaching ethics, and child abuse report intention. The subjects were 168 pre-service teachers attending a university located in a micropolitan city. Questionnaires, which required self-reporting by pre service teacher, were used to investigate teacher's empathic ability, teaching ethics and child abuse report intention. The collected data were analyzed by frequency, percent, Pearson's correlation coefficient analysis and stepwise-regression analysis. From the major study findings, first, pre-service teacher's empathic ability was positively correlated with teaching ethics and child abuse report intention. Pre-service teacher's "take perspective", "imagine" of the cognitive empathic ability's subfactor was positively correlated with teaching ethics. Especially, empathic interest was positively correlated with teaching ethics. Cognitive empathy ability showed the highest relationship with ethics for early child. Emotional empathy showed the highest relationship with ethics in society. Second, the pre-service teacher's teaching ethics were influenced by taking perspective, imagining, and empathic attention. These results demonstrate the need to incorporate perspectives in the development of programs to promote pre - service early childhood teacher ethics and child abuse reporting.

• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.451-459
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• 2020

In this study, data were collected from currently employed early childhood teachers in order to explore the factors affecting the teacher efficacy of early childhood teachers and 202 data were analyzed. Frequency analysis, correlation analysis, and multiple regression analysis were performed on the subjects' general characteristics, empathy, resilience, and teacher efficacy. As a result of the study, factors influencing early childhood teachers' teacher efficacy were identified as educational experience, job achievement, empathy, and resilience, and the explanatory power of the variable was 57.2% (F=45.848, p<.001). In conclusion, the higher the resilience (β=.480), job achievement (β=.286), teaching experience (β=.197), and empathy (β=.141) of early childhood teachers the higher the teacher efficacy was. Therefore, the development and education of a curriculum that combines regular and non-regular education programs that can improve resilience, job achievement, and empathy from the period as pre-service teachers are required to improve teacher efficacy of early childhood teachers.