Dataset for: Is Empathy the Key to Effective Teaching? A Systematic Review of Its Association with Teacher-Student Interactions and Student Outcomes

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 Open Access funding enabled and organized by Projekt DEAL. peerReviewed

近十年来，教师的社会情绪能力（social-emotional competence）在教育心理学领域受到学界日益广泛的关注，且被认为是影响师生互动质量与学生发展成果的重要前置要件。本综述将总结当前关于教师社会情绪能力的核心构成要素——共情（empathy）——与上述教学效能指标之间关联关系的现有研究认知现状。从理论视角来看，共情似乎是解释高质量师生互动（尤其是为学生提供情绪支持）乃至正向学生发展的极具潜力的影响因子。本次系统性文献检索共筛选出41篇与本文相关的文献记录。研究结果显示，在假想情境中对霸凌受害者表现出更强共情的教师，其干预霸凌行为的可能性更高。然而，目前既未发现教师共情与教师整体开展情绪支持行为的程度之间存在稳定的实证关联，也未发现其与课堂管理、教学支持或学生发展成果存在明确关联。值得注意的是，现有多数研究均采用教师自我评估的方式测量其共情水平，而基于客观评判标准的评估手段仍较为匮乏。本文讨论了这些方法论层面的设计选择如何制约了我们从既往研究中所能得出的研究结论，并展望了教师共情领域未来的研究方向。本数据集关联文献：Aldrup, K., Carstensen, B., & Klusmann, U. (2022). 共情是否是有效教学的关键？——师生互动与学生发展成果关联的系统综述. 提前在线发表. 《教育心理学评论》(Educational Psychology Review). https://doi.org/10.1007/s10648-021-09649-y 本开放获取资助由Projekt DEAL发起并统筹。经同行评议。