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Characterizing Chinese undergraduate students' empathizing-systemizing profiles: a person-centered approach.

Yishu Qin1, Da-Wei Zhang2

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This study identified five empathizing-systemizing (E-S) profiles in Chinese undergraduates, finding male students more likely to be technological systemizers. Cognitive profiles showed links to intuitive physics but not social sensitivity.

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cultural adaptationempathizingindividual differenceslatent profile analysissystemizing

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Gender Studies

Background:

  • The empathizing-systemizing (E-S) theory explains gender differences in STEM fields.
  • Previous research faced methodological limitations like arbitrary cut-offs and WEIRD sampling.
  • Discrepancies exist in behavioral correlates of E-S types.

Purpose of the Study:

  • To identify naturally occurring E-S profiles in a Chinese undergraduate sample using a novel methodology.
  • To explore predictors and distal outcomes associated with these identified E-S profiles.
  • To address methodological gaps in existing E-S research.

Main Methods:

  • Utilized a 3-step latent profile analysis on a sample of 785 Chinese undergraduates (aged 18-25, 60% female).
  • Examined demographic predictors (e.g., gender, socioeconomic status) and behavioral outcomes (e.g., intuitive physics, social sensitivity).

Main Results:

  • Identified five distinct E-S profiles: Disengaged, Empathizers, Navigating systemizers, Technological systemizers, and Self-declared allrounders.
  • Male gender predicted higher likelihood of belonging to the Technological systemizers profile, controlling for socioeconomic status.
  • Navigating systemizers and Technological systemizers profiles were linked to superior intuitive physics performance, with no significant differences in social sensitivity.

Conclusions:

  • Findings partially support existing E-S theory but underscore the need for cultural adaptation and methodological rigor.
  • The study highlights the importance of context in understanding cognitive profiles and their relation to academic performance.
  • Future research should consider diverse cultural contexts and refined methodologies for E-S classification.