The purpose of this study was to apply an empathy-based learning model developed by Lee et al. (2014) to a middle school art class and document its effects on students’ empathy, self-esteem, and class participation. The participants were 37 ninth-grade students from two middle school classes in Korea (19 in the experimental group and 18 in the control group). The experimental group was placed in an art class using the empathy-based learning model, while the control group was placed in a different art class taught in a traditional, lecture-oriented way. Quantitative data measuring students’ empathy, self-esteem, and class partic- ipation were analyzed using independent sample t-tests and MANOVA. A female teacher (age = 34) and 19 students (age range = 14–16, mean age = 14.60) from the experimental group also participated in written interviews to provide more in-depth perspec- tives about the empathy-based learning model. The results showed that the empathy-based instruction (received by the exper- imental group) had stronger positive effects on students’ empathy and class participation than the traditional lecture-oriented instruction, but these positive effects were not seen on the students’ self-esteem. Interviews with members of the experimental group indicated that both the teacher and students were
Current Psychology – Springer Journals
Published: Jun 3, 2018
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