NCJ Number
215486
Journal
Journal of Adolescence Volume: 29 Issue: 4 Dated: August 2006 Pages: 589-611
Date Published
August 2006
Length
23 pages
Annotation
This paper describes the development and validation of the Basic Empathy Scale (BES), a new measure of cognitive empathy that attempts to overcome the shortcomings of the existing questionnaire.
Abstract
The validation exercise demonstrated that the Basic Empathy Scale (BES) had sufficient construct validity. In addition, the BES was found to have convergent validity, as demonstrated by the observed relationships with measures of sympathy, perspective taking, alexithymia, agreeableness, conscientiousness, openness, parental supervision, and socioeconomic status. In summary, it appears that the BES is a valid tool by which to measure empathy. However, future validation research is needed in regards to longitudinal studies to examine the predictive validity of the BES, and especially useful to examine the influence of changes in empathy on changes in behavior over time. The concept of empathy is considered important in many different areas of psychology. It has been hypothesized that a lack of empathy might be associated with aggressive and antisocial behavior. In 1988, a meta-analysis of 43 studies was conducted in order to test the relationship between empathy and aggressive/antisocial behavior. The results provided limited support for the negative relationship between empathy and antisocial behavior. The main purpose of this paper was to describe the development of a new measure of affective and cognitive empathy that attempts to overcome the shortcomings of the existing questionnaires. The new measure, BES was based specifically on the definition of empathy put forth by researchers in 1996, as the understanding and sharing in another’s emotional state or context. Items for the BES were based on four of the five basic emotions: fear, sadness, anger, and happiness. In developing the BES, 40 items measuring affective and cognitive empathy were administered to 363 adolescents in year 10 (aged about 15). Factor analysis reduced this to a 20-item scale administered 1 year later to 357 different adolescents in year 10 in the same schools. Figure, tables, and references