Dataset for: Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes
Author(s) / Creator(s)
Aldrup, Karen
Carstensen, Bastian
Klusmann, Uta
Abstract / Description
Teachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their empathy—with these indicators of teaching effectiveness. After all, empathy appears to be a particularly promising determinant for explaining high-quality teacher-student interactions, especially emotional support for students and, in turn, positive student development from a theoretical perspective. A systematic literature research yielded 41 records relevant for our article. Results indicated that teachers reporting more empathy with victims of bullying in hypothetical scenarios indicated a greater likelihood to intervene. However, there was neither consistent evidence for a relationship between teachers’ empathy and the degree to which they supported students emotionally in general, nor with classroom management, instructional support, or student outcomes. Notably, most studies asked teachers for a self-evaluation of their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how these methodological decisions limit the conclusions we can draw from prior studies and outline perspective for future research in teachers’ empathy.
Dataset for: Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Advance online publication. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09649-y
Keyword(s)
Student development Empathy Emotional intelligence Teacher-student interaction Social-emotional competencePersistent Identifier
Date of first publication
2021-11-13
Publisher
PsychArchives
Is referenced by
Citation
Aldrup, K., Carstensen, B., & Klusmann, U. (2021). Dataset for: Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes [Data set]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.5208
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Aldrup et al._2021_Reviewed articles_data.csvUnknown - 68.88KBMD5: 4dbe1dfd249c79ce40d7d3b15939aa5e
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Aldrup et al._2021_Codebook.pdfAdobe PDF - 157.92KBMD5: db1abb654a9b176d67699a987d821e2c
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There are no other versions of this object.
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Author(s) / Creator(s)Aldrup, Karen
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Author(s) / Creator(s)Carstensen, Bastian
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Author(s) / Creator(s)Klusmann, Uta
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PsychArchives acquisition timestamp2021-11-13T11:20:01Z
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Made available on2021-11-13T11:20:01Z
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Date of first publication2021-11-13
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Abstract / DescriptionTeachers’ social-emotional competence has received increasing attention in educational psychology for about a decade and has been suggested to be an important prerequisite for the quality of teacher-student interactions and student outcomes. In this review, we will summarize the current state of knowledge about the association between one central component of teachers’ social-emotional competence—their empathy—with these indicators of teaching effectiveness. After all, empathy appears to be a particularly promising determinant for explaining high-quality teacher-student interactions, especially emotional support for students and, in turn, positive student development from a theoretical perspective. A systematic literature research yielded 41 records relevant for our article. Results indicated that teachers reporting more empathy with victims of bullying in hypothetical scenarios indicated a greater likelihood to intervene. However, there was neither consistent evidence for a relationship between teachers’ empathy and the degree to which they supported students emotionally in general, nor with classroom management, instructional support, or student outcomes. Notably, most studies asked teachers for a self-evaluation of their empathy, whereas assessments based on objective criteria were underrepresented. We discuss how these methodological decisions limit the conclusions we can draw from prior studies and outline perspective for future research in teachers’ empathy.en
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Abstract / DescriptionDataset for: Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Advance online publication. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09649-yen
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Review statuspeerRevieweden
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SponsorshipOpen Access funding enabled and organized by Projekt DEAL.en
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CitationAldrup, K., Carstensen, B., & Klusmann, U. (2021). Dataset for: Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes [Data set]. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.5208en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/4623
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.5208
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Language of contenteng
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PublisherPsychArchivesen
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Is referenced byhttp://dx.doi.org/10.1007/s10648-021-09649-y
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Is related tohttps://www.psycharchives.org/handle/20.500.12034/4624
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Is related tohttps://doi.org/10.1007/s10648-021-09649-y
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Keyword(s)Student developmenten
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Keyword(s)Empathyen
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Keyword(s)Emotional intelligenceen
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Keyword(s)Teacher-student interactionen
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Keyword(s)Social-emotional competenceen
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Dewey Decimal Classification number(s)150
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TitleDataset for: Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomesen
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DRO typeresearchDataen
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Leibniz institute name(s) / abbreviation(s)IPN
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Leibniz subject classificationErziehung, Schul-und Bildungswesende_DE