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一年级大学生之间的同情心:一个横截面的分析研究
Sabine Michiels1, Jennifer Foucart1, Malko Ibrahim1
1Research Unit in Health Psychology and Human Movement Sciences, Faculty of Human Movement Sciences, Université libre de Bruxelles, Brussels, Belgium.
Acta psychologica
|February 12, 2026
概括
在大学课程中,同理心水平有很大差异,心理学学生比非健康领域的学生得分更高. 这些发现表明需要针对特定卫生学科进行有针对性的同情心培训.
科学领域:
- 健康 专业 教育 卫生 专业 教育
- 心理学 心理学 心理学
- 医学教育 医学教育
背景情况:
- 同理心是医疗保健专业的关键技能.
- 进入不同健康相关课程的学生之间的同理心水平的差异需要调查.
- 了解影响同情心的因素可以为教育策略提供信息.
研究的目的:
- 为了比较与健康相关的各种项目 (医学-牙科,理疗,心理学,兽医) 和非健康项目中的一年级学生之间的同理心水平.
- 确定与这些学生群体的同理心水平相关的因素.
主要方法:
- 匿名在线问卷对三所大学的一年级学生进行了管理.
- 使用了人际反应指数 (IRI) 和杰斐逊健康专业人员同情度量 (JSPE-HPS).
- 统计分析包括相关性和ANOVA来比较同情心得分并确定预测因素.
主要成果:
- 与非健康学生相比,心理学学生的IRI得分明显高 (p < 0.001).
- 在健康课程中,心理学,医学和牙科的学生在IRI和JSPE-HPS上比物理治疗的学生得分更高 (p < 0.001).
- 性别,学习领域和沟通培训是重要的预测因素,解释了同理心得分的小差异.
结论:
- 基于研究领域,共感存在显著差异,心理健康学生表现出更高的水平,物理治疗/非健康学生表现出更低的水平.
- 虽然性别,年龄和沟通训练会影响同情,但对人格特征和情绪调节的进一步研究是有必要的.
- 建议从第一年开始整合促进同情心的教育计划,特别是在具有较低基线同情心的领域.
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