Author ORCID Identifier
Arif Budi Prasetya: https://orcid.org/0009-0003-5789-3532
Dian Ari Widyastuti: https://orcid.org/0000-0002-1135-8791
Agus Ria Kumara: https://orcid.org/0000-0001-7701-5401
Nurul Hidayati Rofiah: https://orcid.org/0000-0003-0092-8709
Abstract
Empathy is an important social-emotional competency for child development, but studies examining its variation by gender, school context, and proximity to caregivers remain limited. This study explores differences in empathy among elementary school students based on gender, school context, and proximity to caregivers. This quantitative study employed a descriptive-comparative design involving 263 elementary school students from rural and urban schools. Empathy was measured using a multidimensional scale covering cognitive and affective dimensions. Descriptive statistics and factorial analysis of variance (ANOVA) examined the main effects of gender, school context, and proximity to caregivers, as well as their interactions. Students in rural and urban schools showed comparable empathy levels. Gender was the most consistent factor associated with empathy, with female students reporting higher levels than male students. Although no overall differences were observed based on closeness to caregivers, patterns varied by gender. Male students reported the highest empathy when close to both parents, whereas female students showed the highest levels when closer to their mothers. These findings inform guidance and counseling and mental health services in primary schools. The absence of substantial empathy differences between rural and urban students provides insights into empathy across school contexts. Empathy development programs should also consider gender differences and children's relational experiences with caregivers to address students' characteristics and developmental needs.
First Page
215
Last Page
225
Recommended Citation
Sutanti, T.,
Prasetya, A. B.,
Widyastuti, D. A.,
Kumara, A. R.,
&
Rofiah, N. H.
(2026).
Exploring Empathy Dimensions in Elementary School Children: The Role of Gender, School Context and Closeness to Caregivers.
Buletin Konseling Inovatif, 6(3), 215-225.
DOI: https://doi.org/10.17977/2797-9954.1186
Available at:
https://citeus.um.ac.id/buseli/vol6/iss3/8