Children’s and Adolescents’ Pet Attachment, Empathy, and Compassionate Responding to Self and Others
Bibliographic record
Abstract
The research shows that children’s and adolescents’ attachments with pets play an important role in their social and emotional lives. However, little research exists on how children and adolescents show compassion toward themselves and others and how this caring ability relates to their attachment with pets. This study explored the relations among children’s and adolescents’ compassion, empathy, and attachment to their pets. Sixty-one Canadian youths aged 7–15.9 years (M = 11.35) participated in this study (n = 38 g, 23 b) and completed self-report questionnaires including the Lexington Attachment to Pets scale, subscale of Dispositional Positive Emotions, Self-compassion scale for children, and Bryant’s Index of Empathy for Children and Adolescents (IECA). The results showed older adolescents were more likely than younger children to score high on cognitive and emotional dimensions of empathy and be less likely to feel alone and isolated. High levels of emotional pet attachment related to high levels of the ability to feel sad when witnessing others in distress and high levels of mindful, compassionate, and self-responding feelings of compassion for others. The results also showed that those participants who experienced intensified emotional attachment toward their pets (either current or in the past), were less likely to judge themselves in negative ways. Overall, our findings suggest that children’s emotional attachments with pets relate to their ability to respond to themselves and others in kind and compassionate ways and not necessarily their ability to understand another person’s emotions.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".