A empatia e os padrões de vinculação em estudantes universitários: um estudo comparativo
Ficheiros
Data
2011
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
O presente estudo teve como objectivo analisar a empatia em estudantes universitários. Procuramos perceber se existem diferenças na empatia entre os cursos de psicologia, serviço social, enfermagem, medicina veterinária, engenharia civil, engenharia das energias, engenharia agronómica e engenharia electrotécnica e de computadores. A empatia é estudada numa perspectiva evolutiva procurando investigar se existem diferenças entre os estudantes do primeiro e último ano de cada curso. Além das variáveis sociodemográficas, que também fizeram parte deste estudo, analisamos ainda a relação entre os padrões de vinculação e a empatia. A amostra é constituída por 533 estudantes na Universidade de Trás-os-Montes e Alto Douro com idades entre os 17 e os 53 anos. Os instrumentos utilizados são: o Inventário de Empatia (Falcone, Ferreira, Da Luz, Fernandes, Faria, D´Augustin, Sardinha, & De Pinho, 2008), a Escala Básica de Empatia (Jollife, & Farrington, 2006; versão portuguesa, Cardoso, & Simões, 2010) e a Escala de Vinculação do Adulto (Collins, & Read, 1990) traduzida e validada para a população portuguesa por Canavarro (1997; cit. por Canavarro, Dias, & Lima, 2006). Os resultados indicam que existem diferenças significativas de empatia entre os cursos de psicologia, serviço social, enfermagem, medicina veterinária vs engenharias, constatando-se que os engenheiros apresentam valores inferiores comparativamente aos restantes cursos. Quanto à evolução da empatia cognitiva, verificamos que todos os cursos aumentam significativamente do primeiro para o último ano. Tal como a literatura indica, as mulheres são mais empáticas do que os homens. O estudo da relação dos padrões de vinculação e da empatia revela que o padrão de vinculação segura apresenta valores médios de empatia cognitiva superiores ao padrão de vinculação ansioso. Concluímos, assim, que existem diferenças de empatia entre os estudantes e os anos de formação. Dado o seu aumento ao longo do curso, podemos afirmar que o seu desenvolvimento por parte das instituições de ensino é algo que deve continuar a ser praticado e, noutros casos, deve ser posto em prática.
The aim of the present research was to investigate empathy amongst university students. We seek to understand whether there are differences in empathy between the courses in psychology, social work, nursing, veterinary medicine, civil engineering, engineering of energy, agricultural engineering and electrical engineering and computers. Empathy was also analysed under evolutionary perspective in order to investigate whether there are differences in it among the students of first and last years of each course. In addition to the socio-demographic variables that were also object of this study, we also analyzed the relationship between attachment styles and empathy. The sample consists of 533 students at the University of Trás-os-Montes and Alto Douro aged of 17 to 53 years old. The instruments used were the Inventory of Empathy (Falcone, Ferreira da Luz Fernandes, Faria, D'Augustin, Sardinha, & Pinho, 2008), the Basic Empathy Scale (Jollife, & Farrington, 2006) and Adult Attachement Scale (Collins & Read, 1990, translated and validated for the Portuguese population by Canavarro (1997; cit. by Canavarro, Dias, & Lima, 2006). The results indicate that there are significant differences in empathy between the courses in psychology, social work, nursing, veterinary medicine versus engineering, with an emphasis in the fact that there are fewer differences when engineers are compared with other courses. Regarding the evolution of cognitive empathy, we noticed that all the courses significantly increase from the first until the last year. As the literature indicates, women are more empathic than men. The study of attachment styles and empathy revealed that the style of secure attachment presents intermediate values of cognitive empathy superior than the default anxious attachment. We conclude that there are differences in empathy between students and years of training. Given their increasement throughout the course, we can say that their development by educational institutions is something that should continue to be practiced and, in other cases, should be put into practice.
The aim of the present research was to investigate empathy amongst university students. We seek to understand whether there are differences in empathy between the courses in psychology, social work, nursing, veterinary medicine, civil engineering, engineering of energy, agricultural engineering and electrical engineering and computers. Empathy was also analysed under evolutionary perspective in order to investigate whether there are differences in it among the students of first and last years of each course. In addition to the socio-demographic variables that were also object of this study, we also analyzed the relationship between attachment styles and empathy. The sample consists of 533 students at the University of Trás-os-Montes and Alto Douro aged of 17 to 53 years old. The instruments used were the Inventory of Empathy (Falcone, Ferreira da Luz Fernandes, Faria, D'Augustin, Sardinha, & Pinho, 2008), the Basic Empathy Scale (Jollife, & Farrington, 2006) and Adult Attachement Scale (Collins & Read, 1990, translated and validated for the Portuguese population by Canavarro (1997; cit. by Canavarro, Dias, & Lima, 2006). The results indicate that there are significant differences in empathy between the courses in psychology, social work, nursing, veterinary medicine versus engineering, with an emphasis in the fact that there are fewer differences when engineers are compared with other courses. Regarding the evolution of cognitive empathy, we noticed that all the courses significantly increase from the first until the last year. As the literature indicates, women are more empathic than men. The study of attachment styles and empathy revealed that the style of secure attachment presents intermediate values of cognitive empathy superior than the default anxious attachment. We conclude that there are differences in empathy between students and years of training. Given their increasement throughout the course, we can say that their development by educational institutions is something that should continue to be practiced and, in other cases, should be put into practice.
Descrição
Dissertação de Mestrado em Psicologia Clinica
Palavras-chave
Empatia , Estudantes , Padrões de vinculação