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Empathy as related to creativity, dogmatism, and expressiveness
A F Carlozzi1, K S Bull, G T Eells
1Department of Applied Behavioral Studies in Education Oklahoma State University, Stillwater 74078, USA.
The Journal of Psychology
|July 1, 1995
Summary
This study found that higher empathy, or affective sensitivity, correlates with greater creativity and less dogmatism in graduate students. However, empathy did not show a significant link with expressiveness.
Area of Science:
- Psychology
- Counseling Psychology
- Educational Psychology
Background:
- Empathy, defined as affective sensitivity, is a crucial trait in psychological professions.
- Previous research suggests potential links between empathy, creativity, expressiveness, and dogmatism.
- Understanding these relationships is vital for counselor training and practice.
Purpose of the Study:
- To investigate the relationship between empathy and creativity.
- To examine the relationship between empathy and expressiveness.
- To determine the association between empathy and dogmatism, controlling for gender and age.
Main Methods:
- Utilized multiple regression analysis on data from 56 graduate students.
- Employed standardized scales: Affective Sensitivity Scale (empathy), Statement of Past Creative Activities (creativity), Opinion Scale (dogmatism), and Extended Personal Attributes Questionnaire (expressiveness).
- Controlled for demographic variables including gender and age.
Main Results:
- Empathy demonstrated a significant positive relationship with creativity.
- Empathy showed a significant inverse relationship with dogmatism.
- No significant positive relationship was found between empathy and expressiveness.
Conclusions:
- Findings support the hypothesis that higher empathy is linked to increased creativity and reduced dogmatism.
- The hypothesized link between empathy and expressiveness was not supported.
- Results have implications for counselor education and professional development, highlighting the importance of empathy for creativity and open-mindedness.