The Impact of Power Priming on Empathy in Teachers—An Empirical Study Based on the Future Faculty Group

本研究通过实验法考察权力感启动对未来教师共情的影响。以86名师范大学生为研究对象，将其随机分为两组，分别使用高、低权力感词汇搜索任务启动不同水平的权力感。权力感启动后，通过状态共情量表测量个体状态共情水平。此外，启动前还采用人际反应指数量表测量被试状态共情的基线水平。结果显示：控制特质共情能力后，高权力感启动组的状态共情得分显著高于低权力感启动组(p = 0.045)。多元回归发现，特质共情分数(β = 0.346, p= 0.001)和权力感启动分组(高vs低，β = −0.235，p= 0.037)均可显著预测状态共情的得分。研究结果提示，可通过权力感的调控来提升未来教师的共情能力。This study examines the effect of power perception priming on empathy for future teachers through an experimental approach. A total of 86 normal university students were randomly divided into two groups, and different levels of power were activated by using high and low power vocabulary search tasks. After the sense of power is initiated, the level of individual state empathy is measured by the State Empathy Scale. In addition, the baseline level of empathy in the participant state was measured using the Interpersonal Responsiveness Index scale before initiation. The results showed that after controlling for trait empathy ability, the state empathy score of the high power sense priming group was significantly higher than that of the low power sense priming group (p = 0.045). Multiple regression showed that trait empathy scores (β = 0.346, p = 0.001) and power sense priming groups (high vs. low, β = −0.235, p = 0.037) significantly predicted the scores of state empathy. The results suggest that the empathy ability of future teachers can be improved through the regulation of the sense of power.