EconPapers    
Economics at your fingertips  
 

Putting writing into perspective: Cultivating empathy through high-intensity writing practice

Işıl Çelimli and Julia Higdon

The Journal of Educational Research, 2019, vol. 112, issue 6, 710-720

Abstract: The present study examined whether and to what degree empathy increased in adolescents who participated in a high-intensity writing program over the course of a year. Data for this study came from writing samples of a randomly selected group of middle-grade students (n = 61) collected at three different time points to answer whether: 1) it was possible to reliably and systematically measure empathy as a complex construct that included both affective and cognitive elements, and 2) empathy increased over one year in an intensive writing practice program. The findings showed statistically significant increases in various aspects of empathy such as reasoning, including multiple perspectives, expressing emotion, and proposals for action, and statistically significant increases in empathy as a latent construct. The high-intensity writing program, an essential component of the school’s curriculum, served as an educational tool and provided a showcase for the role of deliberate practice in skill building.

Date: 2019
References: Add references at CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/00220671.2019.1696274 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:vjerxx:v:112:y:2019:i:6:p:710-720

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/vjer20

DOI: 10.1080/00220671.2019.1696274

Access Statistics for this article

The Journal of Educational Research is currently edited by Mary F. Heller

More articles in The Journal of Educational Research from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().

 
Page updated 2025-03-20
Handle: RePEc:taf:vjerxx:v:112:y:2019:i:6:p:710-720