The search for the personological roots of generalized prejudice (or ethnocentrism) began with the authoritarian personality, but in recent years, the twin constructs of right‐wing authoritarianism and social dominance orientation have been widely treated as the dual processes that lead to generalized prejudice. However, studies conducted for this article show that other constructs, notably empathy and principled moral reasoning, contribute important additional variance. Whereas authoritarianism and social dominance positively predict generalized prejudice, empathy and principled moral reasoning are related negatively to it. For the final study, a structural model of these relationships was tested. To fully understand individual differences in the propensity for generalized prejudice, it is necessary to move beyond the dual processes union of authoritarianism and social dominance.

Authoritarianism, Social Dominance, and Other Roots of Generalized Prejudice

Emotional empathic tendency is defined as an individual’s characteristic inclination to respond with emotions similar to those of others who are present. Within a three-dimensional framework for describing temperament, more empathic persons were found to be more arousable, and secondarily, more pleasant. Greater skin conductance and heart-rate responses of more empathic persons to emotional stimuli confirmed their greater arousability. Also, more empathic individuals were more emotional, evidenced by their greater tendency to weep. Males were found consistently to be less empathic than females. Compared with parents of low-empathy subjects, those of high-empathy subjects were found to spend more time with their children, display more affection for them, and to be verbally more explicit about feelings. Also, more emphatic mothers were more tolerant of infant cries and were less prone to engage in child abuse. High-empathy, compared with low-empathy, subjects engaged more in altruistic behaviors, were less aggressive, more affiliative, rated positive social traits as more important, scored higher on measures of moral judgment, and volunteered more to help others. A modified Emotional Empathic Tendency Scale (EETS) for children correlated negatively with teacher ratings of child aggressiveness.

Emotional Empathy and Associated Individual Differences

This study proposed and tested an integrated model of the intergenerational transmission of empathy-related responding in adolescence. This model included maternal support as a mediator of the intergenerational transmission of empathy and examined friendship quality as an outcome of adolescent empathy. In a sample of middle adolescents and their mothers (N = 177), maternal support significantly predicted the empathy dimensions perspective taking and sympathy and mediated the mother–child concordance of perspective taking but not sympathy. Adolescent empathy (and perspective taking in particular) predicted adolescent friendship quality and served as an intervening variable in the relation between maternal support and friendship quality. Implications of the present study for research on the socialization of empathy-related responding and social adjustment in general are outlined.

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The Intergenerational Transmission of Empathy-Related Responding in Adolescence: The Role of Maternal Support

Empathy, which is the ability to feel concern for and to understand others' feelings, is thought to develop in high quality relationships with parent and peers, but also to facilitate the quality of these relationships. While a wide literature has addressed this aspect, the heterogeneity of primary studies, in which different indicators of relationship quality (e.g., support, conflict) and empathy (i.e., affective and cognitive) have been examined, makes it difficult to draw conclusive answers. Therefore, it remained ambiguous how parent-child and peer relationship quality are associated with adolescents' empathy. In order to increase the understanding of these associations, a multilevel meta-analysis was performed, which allowed for including multiple effect sizes from each study. By a systematic literate search, 70 eligible studies were found that provided 390 effect sizes from 75 independent samples. The results showed a small positive correlation between parent-child relationship quality and empathy, and a small-to-moderate positive correlation between peer relationship quality and empathy, which was significantly stronger than the correlation with parent-child relationship quality. Hence, the meta-analytic results indicate that adolescents with higher quality relationships, especially with peers, indeed tend to show more concern for and understanding of others' emotions than adolescents with lower quality relationships. Moreover, the moderation analyses showed stronger correlations for the positive dimension of relationship quality than for the negative dimension, and stronger correlations for composite scores of affective and cognitive empathy than for separate scores of the empathy dimensions. However, no differences in correlations were found between the affective and cognitive empathy dimension, and no moderation effects were found for gender and age. Thus, this meta-analysis demonstrates robust positive associations between parent-child and peer relationship quality and empathy in adolescence, implying that good empathic abilities may be a protective factor for experiencing poor relationships.

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Linking Parent–Child and Peer Relationship Quality to Empathy in Adolescence : A Multilevel Meta-Analysis

Factors influencing the development of empathy and pro-social behaviour among adolescents: A systematic review

Antecedents of affective role-taking behaviour: adolescent perceptions of parental socialization styles

Linkages between family life education and marriage and family research are discussed. Historical and current problems concerning the interface of research and education are reviewed and solutions are suggested. Ways in which family life educators and researchers can join together to clarify misconceptions and correct folklore are presented. Finally, strategies for maximizing the reciprocal benefits of family research and education are offered.

Glen O. Jenson

Papers

Antecedents of affective role-taking behaviour: adolescent perceptions of parental socialization styles

Reciprocity between Family Life Research and Education