中国临床心理学杂志

共情和同情量表在中国幼儿教师样本中的效度和信度

作者：王阳王才康温忠麟肖婉婷

单位：1. 华南师范大学心理应用研究中心/心理学院广州 510631 2. 深圳元平特殊教育学校深圳 518112

分类号：R395.1

出版年,卷(期):页码：2017,25(6):1027-1030

摘要：

目的：分析共情和同情量表（Measure of Empathy and Sympathy，MES）在中国幼儿教师样本中的测量学性质。方法：为了更清楚地区分共情和同情，避免量表总分意义模糊，MES被拆分为两个量表：共情量表（Measure ofEmpathy，ME）和同情量表（Measure of Sympathy，MS），然后在253名幼儿教师中施测。结果：ME的两因子（认知共情和情绪共情）模型和MS的单因子（同情）模型均拟合良好；ME和MS得分均与亲社会行为（r=0.29，0.28）呈正相关，也均与领悟社会支持（r=0.33，0.22）呈正相关；增益效度分析表明在控制了共情的作用后，同情对亲社会行为仍有额外的影响（△R²=0.023）；ME与MS的Cronbach α系数与合成信度均高于0.75。结论：ME和MS在中国幼儿教师样本中具有良好的测量学性质。

Objective:To test the psychometric properties of the Measure of Empathy and Sympathy(MES) in Chinese preschool teachers. Methods:In order to distinguish empathy and sympathy more clearly, and avoid a meaningfully vague total score, the MES was divided into two scales:the Measure of Empathy(ME) and the Measure of Sympathy(MS). Totally 253 preschool teachers were selected to complete the ME and the MS. Results:Results of confirmatory factor analyses sup-ported both the 2-factor solution(cognitive empathy and affective empathy) of the ME and the single factor solution(sympa-thy) of the MS. Both the ME and the MS scores were positively correlated with prosocial behavior(r=0.29, 0.28), and were al-so positively correlated with perceived social support(r=0.33, 0.22). Incremental validity analysis exposited additional pre-dictive ability of the MS(△R²=0.023) for prosocial behavior when controlling for the ME. Cronbach's α and composite reli-ability of all subscales and entire scale of the ME, and the MS were more than 0.75. Conclusion:Splitting the MES is advis-able. The ME and the MS are promising instruments to assess empathy and sympathy in Chinese preschool teachers.

基金项目：

本研究得到国家自然科学基金（31400909，31271116）的资助

作者简介：

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