TY - JOUR A1 - Krahe, Charlotte A1 - Springer, Anne A1 - Weinman, John A. A1 - Fotopoulou, Aikaterini T1 - The social modulation of pain - others as predictive signals of salience ; a systematic review JF - Frontiers in human neuroscienc N2 - Several studies in cognitive neuroscience have investigated the cognitive and affective modulation of pain. By contrast, fewer studies have focused on the social modulation of pain, despite a plethora of relevant clinical findings. Here we present the first review of experimental studies addressing how interpersonal factors, such as the presence, behavior, and spatial proximity of an observer, modulate pain. Based on a systematic literature search, we identified 26 studies on experimentally induced pain that manipulated different interpersonal variables and measured behavioral, physiological, and neural pain-related responses. We observed that the modulation of pain by interpersonal factors depended on (1) the degree to which the social partners were active or were perceived by the participants to possess possibility for action; (2) the degree to which participants could perceive the specific intentions of the social partners; (3) the type of pre-existing relationship between the social partner and the person in pain, and lastly, (4) individual differences in relating to others and coping styles. Based on these findings, we propose that the modulation of pain by social factors can be fruitfully understood in relation to a recent predictive coding model, the free energy framework, particularly as applied to interoception and social cognition. Specifically, we argue that interpersonal interactions during pain may function as social, predictive signals of contextual threat or safety and as such influence the salience of noxious stimuli. The perception of such interpersonal interactions may in turn depend on (a) prior beliefs about interpersonal relating and (b) the certainty or precision by which an interpersonal interaction may predict environmental threat or safety. KW - pain KW - social modulation KW - social support KW - empathy KW - predictive coding KW - attachment KW - review Y1 - 2013 U6 - https://doi.org/10.3389/fnhum.2013.00386 SN - 1662-5161 VL - 7 IS - 29 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Wettstein, Alexander A1 - Wright, Michelle F. A1 - Krause, Norman A1 - Ballaschk, Cindy A1 - Kansok-Dusche, Julia T1 - The online hate speech cycle of violence BT - moderating effects of moral disengagement and empathy in the victim-to-perpetrator relationship JF - Cyberpsychology, behavior and social networking N2 - Adolescents around the globe are increasingly exposed to online hate speech (OHS). And yet little is known about the varying roles of involvement and the determinants of adolescents' hate speech perpetration. Building on previous research, this study aims to test the cycle of violence hypothesis for OHS and to analyze whether moral disengagement (MD) and empathy moderate the victim-to-perpetrator relationship. The sample consists of 3,560 seventh to ninth graders (52.1 percent girls), recruited from 40 schools across Germany and Switzerland. Self-report questionnaires were administered to assess OHS involvement, MD, and empathy. Multilevel analyses revealed that victims of OHS were more likely to report OHS perpetration. In addition, victims of OHS were more likely to report OHS perpetration when they reported higher levels of MD than those with lower levels of MD. Finally, victims of OHS were less likely to report OHS perpetration when they reported higher levels of empathy than those with lower levels of empathy. The findings extend the cycle of violence hypothesis to OHS and highlight the need to address MD and empathy in hate speech prevention. Implications for future research will be discussed. KW - hate speech KW - cyberhate KW - online discrimination KW - empathy KW - moral KW - disengagement KW - adolescents Y1 - 2022 U6 - https://doi.org/10.1089/cyber.2021.0159 SN - 2152-2715 SN - 2152-2723 VL - 25 IS - 4 SP - 223 EP - 229 PB - Liebert CY - New Rochelle ER - TY - JOUR A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Harper, Bridgette D. T1 - The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety JF - Journal of Psychosocial Research on Cyberspace N2 - While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed. KW - Bystander KW - cyberbullying KW - empathy KW - depression KW - anxiety KW - longitudinal Y1 - 2018 U6 - https://doi.org/10.5817/CP2018-4-6 SN - 1802-7962 VL - 12 IS - 4 PB - Masrykova Univ. CY - Brno ER - TY - GEN A1 - Wright, Michelle F. A1 - Wachs, Sebastian A1 - Harper, Bridgette D. T1 - The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 689 KW - bystander KW - cyberbullying KW - empathy KW - depression KW - anxiety KW - longitudinal Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-470505 SN - 1866-8364 IS - 689 ER - TY - JOUR A1 - Fischer, Saskia M. A1 - Wachs, Sebastian A1 - Bilz, Ludwig T1 - Teachers’ empathy and likelihood of intervention in hypothetical relational and retrospectively reported bullying situations JF - European journal of developmental psychology N2 - Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed. KW - Bullying KW - empathy KW - teacher KW - likelihood of intervention KW - school Y1 - 2021 U6 - https://doi.org/10.1080/17405629.2020.1869538 SN - 1740-5629 SN - 1740-5610 VL - 18 IS - 6 SP - 896 EP - 911 PB - Routledge, Taylor & Francis Group CY - London [u.a.] ER - TY - JOUR A1 - Hartmann, Matthias A1 - Fischer, Martin H. A1 - Mast, Fred Walter T1 - Sharing a mental number line across individuals? The role of body position and empathy in joint numerical cognition JF - The quarterly journal of experimental psychology N2 - A growing body of research shows that the human brain acts differently when performing a task together with another person than when performing the same task alone. In this study, we investigated the influence of a co-actor on numerical cognition using a joint random number generation (RNG) task. We found that participants generated relatively smaller numbers when they were located to the left (vs. right) of a co-actor (Experiment 1), as if the two individuals shared a mental number line and predominantly selected numbers corresponding to their relative body position. Moreover, the mere presence of another person on the left or right side or the processing of numbers from loudspeaker on the left or right side had no influence on the magnitude of generated numbers (Experiment 2), suggesting that a bias in RNG only emerged during interpersonal interactions. Interestingly, the effect of relative body position on RNG was driven by participants with high trait empathic concern towards others, pointing towards a mediating role of feelings of sympathy for joint compatibility effects. Finally, the spatial bias emerged only after the co-actors swapped their spatial position, suggesting that joint spatial representations are constructed only after the spatial reference frame became salient. In contrast to previous studies, our findings cannot be explained by action co-representation because the consecutive production of numbers does not involve conflict at the motor response level. Our results therefore suggest that spatial reference coding, rather than motor mirroring, can determine joint compatibility effects. Our results demonstrate how physical properties of interpersonal situations, such as the relative body position, shape seemingly abstract cognition. KW - Mental number line KW - random number generation KW - joint action KW - joint Simon effect KW - empathy KW - Interpersonal Reactivity Index Y1 - 2019 U6 - https://doi.org/10.1177/1747021818809254 SN - 1747-0218 SN - 1747-0226 VL - 72 IS - 7 SP - 1732 EP - 1740 PB - Sage Publ. CY - London ER - TY - JOUR A1 - Prot, Sara A1 - Gentile, Douglas A. A1 - Anderson, Craig A. A1 - Suzuki, Kanae A1 - Swing, Edward A1 - Lim, Kam Ming A1 - Horiuchi, Yukiko A1 - Jelic, Margareta A1 - Krahé, Barbara A1 - Wei Liuqing, A1 - Liau, Albert K. A1 - Khoo, Angeline A1 - Petrescu, Poesis Diana A1 - Sakamoto, Akira A1 - Tajima, Sachi A1 - Toma, Roxana Andreea A1 - Warburton, Wayne A1 - Zhang, Xuemin A1 - Lam, Ben Chun Pan T1 - Long-term relations among prosocial-media use, empathy, and prosocial behavior JF - Psychological science : research, theory, & application in psychology and related sciences N2 - Despite recent growth of research on the effects of prosocial media, processes underlying these effects are not well understood. Two studies explored theoretically relevant mediators and moderators of the effects of prosocial media on helping. Study 1 examined associations among prosocial- and violent-media use, empathy, and helping in samples from seven countries. Prosocial-media use was positively associated with helping. This effect was mediated by empathy and was similar across cultures. Study 2 explored longitudinal relations among prosocial-video-game use, violent-video-game use, empathy, and helping in a large sample of Singaporean children and adolescents measured three times across 2 years. Path analyses showed significant longitudinal effects of prosocial- and violent-video-game use on prosocial behavior through empathy. Latent-growth-curve modeling for the 2-year period revealed that change in video-game use significantly affected change in helping, and that this relationship was mediated by change in empathy. KW - mass media KW - cross-cultural differences KW - social behavior KW - prosocial media KW - violent media KW - prosocial behavior KW - empathy KW - helping KW - general learning model KW - prediction Y1 - 2014 U6 - https://doi.org/10.1177/0956797613503854 SN - 0956-7976 SN - 1467-9280 VL - 25 IS - 2 SP - 358 EP - 368 PB - Sage Publ. CY - Thousand Oaks ER - TY - GEN A1 - Prot, Sara A1 - Gentile, Douglas A. A1 - Anderson, Craig A. A1 - Suzuki, Kanae A1 - Swing, Edward A1 - Lim, Kam Ming A1 - Horiuchi, Yukiko A1 - Jelic, Margareta A1 - Krahé, Barbara A1 - Liuqing, Wei A1 - Liau, Albert K. A1 - Khoo, Angeline A1 - Petrescu, Poesis Diana A1 - Sakamoto, Akira A1 - Tajima, Sachi A1 - Toma, Roxana Andreea A1 - Warburton, Wayne A1 - Zhang, Xuemin A1 - Lam, Ben Chun Pan T1 - Long-term relations among prosocial-media use, empathy, and prosocial behavior T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Despite recent growth of research on the effects of prosocial media, processes underlying these effects are not well understood. Two studies explored theoretically relevant mediators and moderators of the effects of prosocial media on helping. Study 1 examined associations among prosocial- and violent-media use, empathy, and helping in samples from seven countries. Prosocial-media use was positively associated with helping. This effect was mediated by empathy and was similar across cultures. Study 2 explored longitudinal relations among prosocial-video-game use, violent-video-game use, empathy, and helping in a large sample of Singaporean children and adolescents measured three times across 2 years. Path analyses showed significant longitudinal effects of prosocial- and violent-video-game use on prosocial behavior through empathy. Latent-growth-curve modeling for the 2-year period revealed that change in video-game use significantly affected change in helping, and that this relationship was mediated by change in empathy. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 389 KW - mass media KW - cross-cultural differences KW - social behavior KW - prosocial media KW - violent media KW - prosocial behavior KW - empathy KW - helping KW - general learning model KW - prediction Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404136 IS - 389 ER - TY - GEN A1 - Knigge, Michel A1 - Krauskopf, Karsten A1 - Wagner, Simon T1 - Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? BT - Results of Two Experimental Studies T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher–student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 593 KW - affective learning KW - socio-emotional competencies KW - empathy KW - perspective taking KW - online training KW - digital Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442868 SN - 1866-8364 IS - 593 ER - TY - JOUR A1 - Knigge, Michel A1 - Krauskopf, Karsten A1 - Wagner, Simon T1 - Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? BT - Results of Two Experimental Studies JF - Frontiers in Education N2 - Relationship quality between teachers and their students is a critical aspect for well-being and effective learning in school. Accordingly, teacher training should promote competencies for creating and maintaining positive relationships in the classroom. The Helga Breuninger Foundation developed a video-based online training (Intus³) that intends to focus on student teachers' interpersonal competencies by reflecting on staged videos. Although this training is well-designed, there is only little empirical evidence in general and so far no experimental research investigating the effects of Intus³. Accordingly, we investigated whether this program is able to improve the capacities of student teachers' interpersonal competencies, affective well-being, and affective attitudes toward challenging students. We conducted two randomized experimental studies (n1 = 132, n2 = 242) within lectures in teacher education at the University of Potsdam, introducing the basics of inclusive education in two consecutive semesters. We compared groups first working with Intus³ to waiting control groups that wrote an expository text based on empirical research discussing the relevance of teacher–student relationships with a longitudinal design with four measurement points. Latent change models showed that prior work with Intus³ showed few effects but complex effects in comparison to the prior text work groups. In the larger and extended study 2, an increase of empathic concern was significant after the prior work with Intus³. The results will be discussed with the perspective of the potential of further development of online training courses for affective learning for teachers and teacher students. KW - affective learning KW - socio-emotional competencies KW - empathy KW - perspective taking KW - online training KW - digital Y1 - 2019 U6 - https://doi.org/10.3389/feduc.2019.00142 SN - 2504-284X VL - 4 PB - Frontiers Media CY - Lausanne ER -