Utveckling av förståelse för empatiska reaktioners relationella innebörd

Sammanfattning: This cross-sectional study explored children’s understanding of empathic reactions relational meaning and if this understanding increases with age. It also explored an association between this ability and ability for social perspective taking. Comparisons were made between second graders (n = 15, M = 8:7 years), fifth graders (n = 17, M = 11:8 years) and eighth graders (n = 13, M = 14:10 years). The study included 30 girls and 15 boys. An interview was designed to assess developmental level of understanding of empathic reactions relational meaning, and an already existing interview was used to assess social perspective taking. Answers from the interviews were scored by developmental level and processed statistically. Results showed that the two older age groups had greater understanding of empathic reactions relational meaning compared to the younger group (p = .0001, ɳ² = .61), and that there is a correlation between this ability and social perspective taking (r = .64, p = .01). Social perspective taking was also found to contribute in explaining individual differences in children’s understanding of empathic reactions relational meaning (∆R² = .06, p = .02). This research provides knowledge that can help adults to support children’s development of empathy and social interaction.