Interplay between Empathy and Pro-Social Behavior among Undergraduate University Students
Bibliographic record
Abstract
This quantitative study examined the interplay between empathy and prosocial behavior among undergraduate university students. A sample of (N=220) undergraduates from 11 public and private universities of Punjab, Pakistan participated through the online survey. These undergraduate students (ages between 18 to 25 years), were chosen from diverse academic disciplines of selected universities. Prosocial behavior was measured using the Prosocial Behavior Scale (Caprara et al., 2005), and Toronto Empathy Questionnaire (Spreng et al., 2009) was utilized to measure empathy. The study employed convenience sampling technique and utilized SPSS (version 25) for data analysis. Results indicated a significant positive correlation (r =.453**) between prosocial behavior and empathy among undergraduate university students, which means that higher empathy will aid escalation in prosocial behavior. Furthermore, significant gender difference (p=.002**) was found in the level of empathy, female students exhibited higher level of empathy as compared to male students. Conversely, no gender difference was found in the level of pro-social behaviors. moreover, students belonging to the urban areas showed significantly greater level (p=.001**) of pro-social behavior as compared to rural student, while the insignificant difference was seen regarding level of empathy among urban and rural students. These findings will contribute to induce the empathy and pro-social behaviors to create a sustainable society.
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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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| 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".