Data_Sheet_1_The Theories of the Development of Students: A Factor to Shape Teacher Empathy From the Perspective of Motivation.docx

Empathy represents an essential prerequisite for developing effective interpersonal behavior and maintaining interpersonal relationships. Education is a result of teacher-student interaction, and, therefore, it is worth noting that teaching empathy is critical for the development of students and the professional growth of teachers. Recently, researchers began to explore the influential factors of empathy (e.g., empathic mindsets) based on motivation. Beyond their empathic attitudes, teachers also have a mindset toward the development of students. A survey study was adopted to explore the relationship between the theories of the growth of students and teacher empathy. Four hundred and eighty-four Chinese teachers completed the student development scale, the teacher empathic motivation scale, and the teacher empathy scale. The mediation model results showed that the theories of the development of students could significantly predict teacher empathy and teacher empathic motivation. The teacher empathic motivation mediated the positive relationship between the theories of the development of students and teacher empathy. This study proposes a new concept and method for teacher empathy intervention in future.

同理心是培养有效的人际交往行为与维护人际关系之不可或缺的先决条件。教育乃师生互动之成果，故而，教学同理心对于学生之成长与教师之职业发展至关重要。近年来，研究者们开始基于动机探索同理心（例如，同理心心态）的影响因素。在教师的同理心态度之外，教师亦持有对学生发展之心态。本研究采用问卷调查法，探讨学生成长理论与教师同理心之间的关系。共有四百八十四位中国教师完成了学生发展量表、教师同理心动机量表及教师同理心量表。中介模型结果显示，学生成长理论能够显著预测教师同理心与教师同理心动机。教师同理心动机在学生成长理论与教师同理心之间起到了中介作用。本研究提出了教师同理心干预的新概念与方法，为未来研究提供了新的思路。