Gender aspects of empathy in online learning of adolescents
DOI:
https://doi.org/10.15503/jecs2021.1.314.321Keywords:
online learning, empathy, academic performance, adolescents, distance learning, education, personality developmentAbstract
Aim. The aim of the article is to present the results of a study of gender-related features of the connection between empathy and performance of adolescents during online learning. The main objectives of the study are as follows: defining criteria for online learning success; holding expert assessment of success of online learning of adolescents; studying correlation between the level of empathy and success of online learning in groups of male and female.
Methods. The study participants consist of 50 teenagers from a secondary school in Kharkiv (Ukraine) and their 10 teachers. The study uses the following methods: 1) expert assessment; 2) psychological testing (Mehrabian and Epstein Questionnaire); 3) statistical methods. The following is used for statistical data processing: descriptive statistics methods (to measure the percentage of people with different levels of empathy and different levels of online learning performance); Pearson's χ2 consistency criterion- (to compare data distributions in groups of female and male participants by all study indicators); Spearman's correlation analysis (to investigate the correlation between the level of empathy and the level of successful performance of online learning of adolescents).
Results. During the study, the aim has been achieved and all the objectives have been fulfilled, in particular: 1) “involvement in online learning” and "quality of online learning" are defined as criteria for online learning successful performance; 2) expert assessment of the study results is carried out, allowing us to determine that female participants show mainly medium and high levels of online learning performance, while male participants show low and medium-level results; 3) it is determined that the correlation between the level of performance of online learning and empathy in the group of girls is higher than in the group of boys.
Conclusions. The study shows that the development of online courses requires not only the use of modern technological and methodological approaches, but also taking into account the gender-related and personal traits of students.
Downloads
References
Bialystok, L., & Kukar, P. (2017). Authenticity and empathy in education. Theory and Research in Education, 16(1), 23–39. doi:10.1177/1477878517746647.
Demetriou, H. (2018). Empathy, Emotion and Education. London: Palgrave Macmillan. doi:10.1057/978-1-137-54844-3.
Khorramdel, L., Pokropek, A., Joo S.-H., Kirsch, I., & Halderman, L. (2020). Examining gender DIF and gender differences in the PISA 2018 reading literacy scale: A partial invariance approach. Psychological Test and Assessment Modeling, 62(2), 179–231.
Kobylarek, A. (2019). Education in the post-scientific culture. Journal of Education, Culture and Society, 10(1), 5–13. doi: 10.15503jecs20191.5.13.
Matthews, M. T., Williams, G. S., Yanchar, S. C., & McDonald, J. K. (2017). Empathy in Distance Learning Design Practice. TechTrends, 61, 486–493. https://doi.org/10.1007/s11528-017-0212-2.
Palvia, S., Aeron, P., Gupta, P., Mahapatra, D., Parida, R., Rosner, R., & Sindhi, S. (2018). Online Education: Worldwide Status, Challenges, Trends, and Implications. Journal of Global Information Technology Management, 21(4), 233–241. doi:10.1080/1097198x.2018.1542262.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90–109. http://dx.doi.org/10.29333/ejecs/388.
Ratka, A. (2018). Empathy and the Development of Affective Skills. American Journal of Pharmaceutical Education, 82(10), 7192. https://doi.org/10.5688/ajpe7192.
Rodríguez-Martínez, C., & Gallardo-Gil, M. (2020). Gender differences in school performance and attitudes toward school. Ensaio: Avaliação e Políticas Públicas em Educação, 28(108), 741–761. https://doi.org/10.1590/s0104-40362019002702235.
Van der Graaff, J., Carlo, G., Crocetti, E., Koot, H. M., & Branje, S. (2018). Prosocial Behavior in Adolescence: Gender Differences in Development and Links with Empathy. Journal of Youth and Adolescence, 47, 1086–1099. https://doi.org/10.1007/s10964-017-0786-1.
Yarovaya, O., Yarovaya, L., & Bogatskaya, E. (2020). Distance learning during coronavirus: problems and solutions. E3S Web Conferences, 210, 18051. doi: 10.1051/e3sconf/202021018051.
Zembylas, M., & Papamichael, E. (2017). Pedagogies of discomfort and empathy in multicultural teacher education. Intercultural Education, 28(1), 1–19. doi:10.1080/14675986.2017.1288448.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Nina Pidbutska, Yuliia Demidova, Anastasiia Knysh
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
