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High Academic Self-Efficacy and Dispositional Empathy in Future Teachers

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  • María Pilar Aparicio-Flores

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • José María Esteve-Faubel

    (Department of General Didactic and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Rosa Pilar Esteve-Faubel

    (Department of General Didactic and Specific Didactics, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • José Daniel Álvarez-Teruel

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

Abstract

High perceived academic self-efficacy influences both subject performance and emotions of the subject. In turn, dispositional empathy implies a social and emotional adaptability towards the subject itself and those around them. This study aimed to analyze the differences in the mean dispositional empathy factors (i.e., perspective taking, fantasy, empathic concern and personal distress) between future teachers with high and low perceived academic self-efficacy, as well as the predictive capacity of dispositional empathy on high perceived academic self-efficacy, and the correlations between both dimensions. For this, a sample of 805 Spanish students of the Faculties of Education of the Universities of Alicante and Murcia was recruited. The Escala de Autoeficacia Percibida Específica de Situaciones Académicas was used to assess perceived academic self-efficacy and the Interpersonal Reactivity Index was used to analyze the dimensions of dispositional empathy. It was observed that high academic self-efficacy is more likely to present in people with a high level of perspective taking and fantasy ( OR = 1.06 and 1.09, respectively) and less for those with personal discomfort ( OR = 0.86). The other analyzes provided the same conclusions. In conclusion, it is important to develop perceived academic self-efficacy in undergraduates and future teachers due to the consequences that can lead to their classrooms.

Suggested Citation

  • María Pilar Aparicio-Flores & José María Esteve-Faubel & Rosa Pilar Esteve-Faubel & José Daniel Álvarez-Teruel, 2020. "High Academic Self-Efficacy and Dispositional Empathy in Future Teachers," Sustainability, MDPI, vol. 12(17), pages 1-16, August.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:17:p:6728-:d:401180
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    References listed on IDEAS

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    1. Kingsley Osei Boahene & Jiaming Fang & Frank Sampong, 2019. "Social Media Usage and Tertiary Students’ Academic Performance: Examining the Influences of Academic Self-Efficacy and Innovation Characteristics," Sustainability, MDPI, vol. 11(8), pages 1-17, April.
    2. Xinqiao Liu & Xueheng Gao & Siqing Ping, 2019. "Post-1990s College Students Academic Sustainability: The Role of Negative Emotions, Achievement Goals, and Self-efficacy on Academic Performance," Sustainability, MDPI, vol. 11(3), pages 1-18, February.
    3. Agnieszka Żelaźniewicz & Judyta Nowak & Agata Groyecka & Piotr Sorokowski & Małgorzata Dobrowolska & Bogusław Pawłowski, 2020. "Empathy and Oxidative Stress in Healthy Adults," Sustainability, MDPI, vol. 12(12), pages 1-9, June.
    4. Yanhui Mao & Rui Yang & Marino Bonaiuto & Jianhong Ma & László Harmat, 2020. "Can Flow Alleviate Anxiety? The Roles of Academic Self-Efficacy and Self-Esteem in Building Psychological Sustainability and Resilience," Sustainability, MDPI, vol. 12(7), pages 1-17, April.
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